2022 IB Options Guide - English by North London Collegiate School Jeju

2022 IB Options Guide

The IB Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

As IB learners we strive to be:

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. 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. We take responsibility for our actions and their consequences. Open-Minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Risk-Takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenge. Balanced We understand the importance of balancing different aspects of our lives -intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Welcome to the International Baccalaureate Diploma at NLCS Jeju Welcome to the NLCS Jeju Options Guide for the IB Diploma Programme. In this booklet, you will find all the information you need to make your choice of subjects for the Diploma Programme that you will follow in the Sixth Form at NLCS Jeju. The guide also provides information about the Diploma Programme as a whole, its philosophy and the elements that make up the core of the Diploma Programme. This is a very exciting time in your school life. Over the next few months, you can begin to think seriously about what where your academic interests lie and what pathway you might eventually choose for Higher Education.

NLCS Jeju IBDP Options Process The options process at NLCS Jeju is designed to help you make the right choices. It is important that you create a Diploma Programme that is right for you both as an individual and in terms of your future university and career aspirations. You should make sure that you seek advice from different people: teachers, tutors, parents, the University Guidance Counsellors. Listen to all the advice but make sure you come to your own decision. You will study these subjects for two years and the grades you eventually get will determine where you can go to university, so do not choose a subject just because your friend is doing it or because your parents think it is a good idea. Make your own decisions. Although these decisions are important, try not to let the process become too stressful! For some subjects such as Engineering and Medicine, universities may have specific requirements but, for most courses, a range of different subjects is acceptable. If you focus your Diploma Programme on the areas you are most interested in, then it is likely that you will be studying what you need for the courses to which you will eventually apply. As we explain later in this guide, universities and colleges around the world welcome applicants from the IB Diploma Programme. They understand the challenge and rigour involved and it gives them a good sense of the quality of the candidate. Admissions tutors know that successful IB Diploma candidates are likely to thrive in Higher Education. As a school, we know that the IB Diploma Programme gives you the best possible preparation for Higher Education and the best possible chance of gaining admission to your university and course of choice. We hope you will find this guide inspiring; the subject pages are written by teachers and they give a strong sense of the subject passion that lies at the heart of an NLCS education. The Diploma Programme is demanding, but it is an extraordinarily rich experience that will shape you for life. As a DP student, you join a global community of learners, ‘internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.’ 1*

What is an IB Education? August 2013, IBO 2

What is the IB Diploma Programme? The IB Diploma Programme (IBDP) is a two-year pre-university course. It is best summarised by the programme model:

All students in the Diploma Programme must study six subjects chosen from the following areas: Group 1

Studies in Language and Literature

Group 2

Language Acquisition

Group 3

Individuals and Societies

Group 4

Sciences

Group 5

Mathematics

Group 6

The Arts

Students at NLCS Jeju may choose to take an additional subject from Groups 1 – 4 instead of a Group 6 Arts subject. In addition to studying six subjects, all students will study the Theory of Knowledge (TOK) course, complete an Extended Essay (EE) and fulfill the objectives for Creativity, Activity and Service (CAS).

How is the Diploma score calculated? The Diploma Programme is scored out of 45 points. This is the maximum points score that any student can achieve, and is calculated as follows: Each of the six subjects is worth a maximum of 7 points, making a combined total of 42. The remaining 3 points are awarded from the Core and are based on the student’s performance in Theory of Knowledge and the Extended Essay. Although there are no points for CAS, the IB Diploma will only be awarded once all of the CAS requirements have been met. Grading in the Diploma is ‘criterion-referenced’. This means that each student’s performance is measured against well-defined levels of achievement, which are consistent from one examination session to the next. Grades are not awarded on a ‘curve’ to a certain percentage of candidates. In theory, if every student demonstrated a Level 7 achievement on an examination, then they should all be awarded the top Level. Each of the six subjects is given a numerical grade as follows: 7 6 5 4 3 2 1

Excellent Very good Good Satisfactory Mediocre Poor Very poor

NB. Although they have the same scale, these grades are not directly equivalent to NLCS Jeju reporting grades (R Grades). IB Diploma grades are awarded according to the specific criteria laid out for each subject, relating only to the examinations and coursework completed by the candidate. NLCS Jeju R Grades take into account a broader range of criteria, including performance in the classroom.

Passing Criteria for the IB Diploma All students must: ● ● ●

achieve at least 24 points, with a minimum of 12 at Higher Level and 9 at Standard Level submit an Extended Essay and Theory of Knowledge work which are of at least a D grade standard, and meet the CAS requirements to be awarded a Diploma.

IB Diploma candidates take their final examinations in May of Year 13 and will receive their results shortly after they leave Year 13, in early July.

Subjects available at NLCS Jeju Group 1 Studies in Language & Literature

Group 2 Language Acquisition

Korean Literature HL/SL

English B HL & SL

Korean Language & Literature HL/SL

French B HL/SL, ab initio SL

English Literature HL/SL

Mandarin B HL/SL, ab initio SL

English Language & Literature HL/SL

Spanish B HL/SL, ab initio SL

Chinese Literature HL/SL

Korean B HL/SL

Literature (English) and Performance SL

Latin HL/SL

Group 3 Individuals & Societies

Group 4 Sciences

Geography HL/SL

Chemistry HL/SL

History HL/SL

Physics HL/SL

Global Politics HL/SL

Computer Science HL/SL

Philosophy HL/SL

Sports, Exercise and Health Science SL

Economics HL/SL

Biology HL/SL

Psychology HL/SL

Group 5 Mathematics

Group 6 The Arts

Mathematics: Applications and interpretation HL/SL

Theatre HL/SL

Mathematics: Analysis and approaches HL/SL

Music HL/SL

Dance HL/SL Visual Arts HL/SL

Frequently Asked Questions What is the difference between Standard and Higher Level? You must choose six subjects from the list above. Three of these you must choose to study at Standard Level and three of them you must study at Higher Level. This arrangement means that you can pursue areas of personal interest and intellectual strength within the context of a broad and balanced curriculum. Please note that the number of points available for a HL and a SL course is exactly the same: 7 points for each subject. However, many universities will place an emphasis on HL grades when considering applications, so it is important to bear this in mind if you already know the path you wish to take in Higher Education. Further information on this is given later in this booklet.

How do I decide what to take in Groups 1 and 2?

The school expects you to take English in either Group 1 or Group 2 in order to support the continued development of your academic English. Your chosen English course should be appropriate to your proficiency in English whilst providing suitable academic challenge. As a general guide, any student taking English as a First Language at IGCSE, who is on target for a C grade or better, should choose English in Group 1. Those on target for a D or E grade in English as a First Language or a C or beter in English as a Second Language, should likely choose English B HL in Group 2. Only students likely to either fail English as a First Language or get a D or worse in English as a Second Language should choose English B SL; this course is unlikely to provide sufficient academic challenge for anyone else. Once you have decided on your English option, you may then choose another language in either Group 1 or Group 2, as appropriate. Note: it is possible to take a second Group 1 language (e.g. both English Literature and Korean Literature) instead of a Group 2 Language. Universities will regard your level of English as proficient because you are studying an IB Diploma in English and most of you will have been educated in an English-speaking environment for four years by the time you graduate. As second language English speakers, some universities may require you to take TOEFL or IELTS to demonstrate your language proficiency but this will be on a case-by-case basis.

What is a Bilingual Diploma?

A Bilingual Diploma is awarded to students who successfully complete a Group 1 course in any language other than English.

What is Theory of Knowledge (TOK)?

The Theory of Knowledge (TOK) course is unique to the IB Diploma Programme. The course encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Programme course, and to make connections across them. The TOK course is assessed by an Exhibition and an Essay. The Exhibition occurs at the end of Year 12 and students complete their essay in Year 13. New TOK essay titles are set for each exam session by the IBO. Recent TOK Essay titles include:

Can there be knowledge that is independent of culture? Discuss with reference to mathematics and one other area of knowledge. 6

To what extent do you agree with the claim that “there’s a world of difference between truth and facts” (Maya Angelou)? Answer with reference to two areas of knowledge. How do historians and human scientists give knowledge meaning through the telling of stories? Discuss with reference to history and the human sciences.

What is the Extended Essay?

All IB Diploma students must complete an Extended Essay. The Extended Essay is the prime example of a piece of work where the student has the opportunity to demonstrate knowledge, understanding and enthusiasm about a topic of his or her choice. The Extended Essay promotes high-level research, writing skills, intellectual discovery and creativity. You will have the opportunity to engage in personal research in a topic and subject of your choice under the guidance of a supervisor (a teacher in the school). The Extended Essay is presented as a formal piece of scholarship containing no more than 4000 words. At NLCS Jeju, you will begin the Extended Essay in Term 2 of Year 12, working with a subject specialist supervisor who will guide you through the process. You will submit a fully referenced draft of your essay by the end of June in Term 3 of Year 12 and, after a final meeting with your supervisor, you will submit the final draft in October of Term 1, Year 13. The Extended Essay topic must come from the list of approved subjects. At NLCS Jeju, that list includes all the subjects that are offered in the IB Diploma Programme. Additionally, students may request to submit an Extended Essay in World Studies, which is a combination of two subjects on an issue of global importance. All students will be asked to express their first and second preference of subject. Not every student will necessarily be able to pursue their first preference; this is dependent on there being sufficient supervisors available in each subject. Supervisors will be allocated by the EE Coordinator in consultation Heads of Department.

What is the Creativity, Activity & Service (CAS) programme?

All IB Diploma students must fulfill the CAS requirements. Although there are no points for CAS, it is an essential part of the Diploma Programme and helps to ensure that students continue to develop beyond the classroom. Over the two years students must demonstrate that, through CAS activities, they have: ● ● ● ● ● ● ● ●

Increased their awareness of their own strengths and areas for growth. Undertaken new challenges Planned and initiated activities Worked collaboratively with others. Shown perseverance and commitment in their activities. Engaged with issues of global importance. Considered the ethical implications of their actions. Developed new skills.

In addition to planning and undertaking your CAS activities, you must regularly reflect on them and build up a portfolio of evidence. To help you with this, NLCS Jeju manages the CAS programme through ManageBac.

University Recognition “IB is well known to us as excellent preparation. Success in an IB programme correlates well with success at Harvard. We are pleased to see the credential of the IB Diploma Programme on the transcript.” - Marlyn McGrath Lewis, Assistant dean of admissions, Harvard University, USA

“Diploma Programme students are well-rounded, multifaceted, multi-skilled and have studied in depth. They have good time-management skills. They score higher than students in other national systems, and the IB score is worldwide the same measure.” - Hrilina Lock, Undergraduate admissions manager, London School of Economics, UK

The IB Diploma is internationally respected as a world-class pre-university qualification that provides access to the most competitive universities and degree courses in the UK, USA and other countries such as Australia and Canada.

Why do Universities value IB Students? ● ● ● ● ● ● ●

IB students are prepared for academic success. IB students are more likely than others to enroll in and graduate from selective higher education institutions. Based on their experiences, IB students possess a broader range of skills that enhance their ability to adapt and contribute to university life. IB students demonstrate a level of emotional and intellectual maturity for managing the demands of challenging coursework and make meaningful contributions. They have extensive experience doing independent research and presenting what they have learned through presentations, papers and other projects. They think critically and draw on diverse perspectives that reflect an international outlook. Participation in the IB Diploma Programme shows that students have excelled in multiple and diverse academic challenges and is a strong predictor for success in university.2*

Subject Choice Guidance in relation to University Applications

The IB Diploma ensures that you maintain a breadth of subjects. It is important, however, to give some thought to your possible Higher Education ambitions before making your final choices. The following guidance is particularly appropriate for those students who may want to apply for very specific degree courses (particularly in the UK and Hong Kong) at very high-ranking universities. If you are in doubt about your choices and think you may be ruling yourself out of course in which you might be interested, please consult the UGC office. Medicine/Dentistry In order to have the widest possible choice of medical/dental schools the following choices are generally advisable: ● Chemistry IB Higher Level is essential. ● Biology Higher Level at IB is required by medical schools. 2*

http://www.ibo.org/recognition/documents/IBRecognitionbrochure_FinalV2.pdf 8

●

Most Oxbridge colleges are happy to see two sciences and Maths at Higher Level.

Veterinary Science This is a highly competitive course, so it is essential to have two sciences (one of which must be Chemistry) and Mathematics at IB Higher Level. Natural Sciences For this very competitive course it is important to have two sciences and Mathematics at IB Higher Level. Economics, Physics, Engineering and Mathematics For high-ranking universities, we recommend candidates to take Mathematics at IB Higher Level. Philosophy, Politics and Economics For this combination, it is not a requirement to be taking these subjects at IB but it is useful to have studied at least one or two of them, because it proves interest and helps at interview. Mathematics and History are also highly desirable background subjects and may considerably improve chances of acceptance on university courses. Law There are no specific subject requirements. One can study arts or sciences or a combination. As grade requirements are very high it is important to study subjects that you will do well in. It can be helpful to demonstrate both analytical (logic) and essay writing skills across your subjects. This makes a contrasting subject useful. Languages are also useful and can enable you to study a European/English law combination. English Some universities like to see a modern or a classical language in the combination, with English at IB Higher Level a requirement. Some courses require IB English Literature. Universities are usually pleased to see other “supportive” essay-writing subjects, such as History. Architecture Visual Arts is highly recommended, preferably at Higher Level, as most universities will require you to submit a portfolio of work. General Advice for subject-specific majors Finally, it goes without saying that for most other subjects it is recommended/highly desirable to have the relevant discipline to Higher Level IB if it is available, e.g. History to a high standard in order to study History at university. You should also think carefully in Year 12 about your choice of Extended Essay topic and how you might use that to demonstrate your interests to universities and colleges.

Timeline of the options process The options process starts officially in January of Year 11, although we know that students are thinking about their options long before this time. During the spring half term, students receive a series of assemblies and presentations, information from subject teachers, and engage in discussions with University Guidance Counsellors. Parents have the opportunity to participate in a bespoke Options Day, in which the options process is explained in detail. During this day there are presentations by departments and opportunities to talk to staff. This is followed by an Open House, during which both parents and students can discuss choices with teachers. The half term break provides the opportunity for parents and students to discuss and finalise the choices. Once the students make their choices after the spring half term vacation, the school timetable is constructed for the following year. Classes are constructed within timetable blocks according to student choice. It may not be possible for every student to have their initial combination, but the school endeavours to make this happen wherever possible. Any later requests for changes will be treated on an individual basis, yet may not be possible due to timetable constraints. However, students and parents need to be aware that it may not be possible to change at this point. It is very important therefore, that students and parents make the right decision based on enjoyment of subject, passion, university destination requirements, and advice from staff.

21 Jan 24-27 Jan 27 Jan 11 Feb 7 - 23 Feb 23 Feb

DP Options Event Presentations to Year 11 on subjects not studied previously Initial Subject Choice Submission Deadline - electronic Open House - Parents & Students Ongoing subject choice review with tutors/teachers Final Subject Choices Deadline - electronic

Subject Information Group 1: Studies in Language and Literature

Language A: Literature (HL/SL) At NLCS Jeju, Literature courses are offered in English, Korean and Chinese. Specific details, including texts studied for each, are given in the following pages. All are structured and examined according to the following common criteria.

Course Content Readers, Writers and Texts Works are chosen from a variety of literary forms. The study of the works could focus on the relationship between literary texts, readers and writers as well as the nature of literature and its study. This study includes the investigation of the response of readers and the ways in which literary texts generate meaning. The focus is on the development of personal and critical responses to the particulars of literary texts. Conceptual Questions: ● ●

●

Why and how do we study literature? In what ways is meaning constructed, negotiated, expressed and interpreted? How does the structure or style of a literary text affect meaning?

Time and Space Works are chosen to reflect a range of historical and/or cultural perspectives. Their study focuses on the contexts of literary texts and the variety of ways literary texts might both reflect and shape society at large the focus is on the consideration of personal and cultural perspectives, the development of broader perspectives, and an awareness of the ways in which context is tied to meaning. Conceptual Questions: ● ● ●

How important is cultural or historical context to the production and reception of a literary text? To what extent do literary texts offer insight into another culture? How do literary texts reflect, represent or form a part of cultural practices?

Intertextuality: Connecting Texts Works are chosen so as to provide students with an opportunity to extend their study and make fruitful comparisons. Their study focuses on intertextual relationships between literary texts with possibilities to explore various topics, thematic concerns, generic conventions, literary forms or literary traditions that have been introduced throughout the course. The focus is on the development of critical response grounded in an understanding of the complex relationships among literary texts. Conceptual Questions: ● ●

●

How do literary texts adhere to and deviate from conventions associated with literary forms? In what ways can diverse literary texts share points of similarity? How can literary texts offer multiple perspectives of a single issue, topic or theme?

Assessment: HL Students will be assessed through a mixture of oral and written responses. The table below reflects the current assessment format and is subject to review by the IB.

Weightin g

Assessment Component EXTERNAL ASSESSMENT Exam Paper 1: Guided Literary Analysis (2 hours 15 minutes) The paper consists of two passages from two different literary forms, each accompanied by a question. Students choose one passage and write an analysis of it.

35%

Exam Paper 2: Comparative Essay (1 hour 45 minutes) The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.

25%

Higher Level (HL) Essay Students submit an essay on one literary text or work studied during the course.

20%

The essay must be 1,200–1,500 words in length. INTERNAL ASSESSMENT This component consists of an individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual Oral (15 minutes) Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:

Examine the ways in which the global issue of your choice is represented through the content and form of two of the works that you have studied.

20%

Assessment: SL Students will be assessed through a mixture of oral and written responses. The table below reflects the current assessment format and is subject to review by the IB.

Weightin g

35%

INTERNAL ASSESSMENT This component consists of an individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual Oral (15 minutes) Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:

Examine the ways in which the global issue of your choice is represented through the content and form of two of the works that you have studied.

30%

Korean A: Literature “Literature is the safe and traditional vehicle through which we learn about the world and pass on values from on generation to the next.” Je Se Hee, Korean novelist

Course Overview

The Korean A: Literature program is primarily a pre-university course in literature. It is aimed at students who intend to pursue literature, or related studies, at university, as well as at students whose formal study of literature will not continue beyond this level. The former would normally follow the Higher Level programme and the latter the Standard Level. Literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature, therefore, can be seen as a study of all the complex pursuits, anxieties, joys and fears that human beings are exposed to in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity and artistic ingenuity, and provides immense opportunities for encouraging independent, original, critical and clear thinking. It also develops a healthy respect for the imagination and a perceptive approach to literary works. The discussion of literature is itself an art that requires the clear expression of ideas both orally and in writing. Through the study of a wide range of literature, the Korean A: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the Korean A: literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language. There are no formal requirements for students undertaking this course. Students who take these courses will often have varied language profiles and may be multilingual. Each course offers the opportunity for continued language development and the acquisition of a range of skills including, for example, textual analysis and the expression of literary appreciation. Students completing this course will have developed skills of analysis and the ability to support an argument in clearly expressed writing, sometimes at significant length. This course will enable them to succeed in a wide range of university courses, particularly in literature, but also in subjects such as philosophy, law and language.

Works studied Works in translation

Detailed study

Literary genres

Options

The Kite Runner (Khaled Hosseini)

Poetry: Dongju Yoon

Poetry:

Novel: Jiwon Park

Short story: Cheongjun Lee

Sowol Kim

Short story: Dongri Kim

Mokwol Park

Poetry: Seok Baek

인생 (위화) The Transformation (Franz Kafka)*

Essay: Chondeuk Pi*

Jihun Cho Jungju Seo* *HL only

English A: Literature Great literature lies at the very core of human culture and existence and serves an important practical role in articulating the ideals of a people or civilisation; ideals like love, faith, duty, friendship, freedom, reverence which are the parts of human life most worthy of preservation. The study of English Literature at IB includes three central components or activities, all of which seek to nurture creative, critical and investigative qualities. Students will engage with literary texts of great artistic value in order to discuss the values, morals and issues embedded within them. Of increasing importance, and arguably the element of the course that underpins achievement and progress in other areas, is the creative aspect of studying Literature. Developing an appreciation of intellectual and aesthetic creativity and originality is central to the subject, as is the need to develop creative and insightful ways of responding to this facet of writing and literary production. All of the above will be achieved through the detailed study of a wide range of world literature, ranging from the seventeenth century French play Tartuffe (Moliere) to the post-war Japanese world of Wonderful Fool (Endo) to canonical classics of English Literature by the likes of Blake, Wordsworth and Shakespeare. Anyone interested in questioning and confronting their deepest held beliefs, whilst also empathising with situations and states of mind they are yet to encounter should consider pursuing the study of English Literature at IB. The breadth and scope of the subject is so wide, touching upon philosophical, historical and psychological concepts that its study is always richly rewarding and satisfying. The course comprises of four units that cover a variety of literature texts. When studying these texts, students will consider the context in which the text was produced and received, key themes, plot and character and critical reception and interpretation.

Some of the Works Studied Readers, Texts

Writers

and Time and Space

Intertextuality

Selected poems - Heaney

Hamlet – Shakespeare

Wide Sargasso Sea – Rhys

Chronicle of a Death Foretold Marquez

Buried Child – Shepherd

Rosencrantz and Guildenstern are Dead – Stoppard

Jane Eyre - Brontë

Family Ties – Lispector Selected Poems - Keats

The Bloody Chamber - Carter

Chinese A: Literature “When literature exists, perhaps we do not notice how important it is, but when it does not exist, our lives become coarsened and brutal.” ~ Mo Yan (the winner of the Nobel Prize for Literature in 2012)

Group 1 Language A: Literature may be studied in mother tongue English and mother tongue Chinese. It is a course that promotes respect for literary heritage of the students’ home language and provides an opportunity for students to continue to develop oral and written skills in their mother tongue. The goal is that by the end of the course the students will have an appreciation for the writer’s craft and the cross cultural/historical nature of literature, and the ability to discuss it in oral and written forms. Their personal responses will reflect their acquisition of the vocabulary and literary language needed for the accurate articulation of their views. Students will also have begun to recognise the ways in which literary works enable us to explore aspects of human experience.

Aims and Objectives

1. Introduce students to a range of texts from different periods, styles and genres 2. Develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections 3. Develop the students’ powers of expression, both in oral and written communication 4. Encourage students to recognise the importance of the contexts in which texts are written and received 5. Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning 6. Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts 7. Promote in students an enjoyment of, and lifelong interest in, language and literature 8. Develop in students an understanding of the techniques involved in literary criticism 9. Develop the students’ ability to form independent judgments and to support those ideas.

Language A: Language & Literature (HL/SL) At NLCS Jeju, Language & Literature courses are offered in English and Korean. Specific details, including topics studied, for each are given in the following pages. As with Language A: Literature courses, both are structured and examined according to the following common criteria.

Course Content Readers, Writers and Texts Non-literary texts are chosen from a variety of sources and media to represent as wide a range of text types as possible, and works are chosen from a variety of literary forms. The study of the non-literary texts and works focuses on the nature of language and communication and the nature of literature and its study. This study includes the investigation of how texts themselves operate as well as the contexts and complexities of production and reception. Focus is on the development of personal and critical responses to the particulars of communication. Conceptual Questions: ● ● ●

Why and how do we study language and literature? In what ways is meaning constructed, negotiated, expressed and interpreted? How does the structure and style of a text affect meaning?

Time and Space Non-literary texts and literary works are chosen from a variety of sources, literary forms and media that reflect a range of historical and/or cultural perspectives. Their study focuses on the contexts of language use and the variety of ways literary and non-literary texts might both reflect and shapre society at large. The focus is on the consideration of personal and cultural perspectives, the development of broader perspectives, and an awareness of the ways in which context is tied to meaning. Conceptual Questions: ● ● ●

How important is cultural or historical context to the production and reception of a text? To what extent do texts offer insight into another culture? How do texts reflect, represent or form a part of cultural practices?

Intertextuality No-literary texts and literary works are chosen from a variety of sources, literary forms and media in a way that allows students an opportunity to extend their study and make fruitful comparisons. Their study focuses on intertextual relationships with possibilities to explore various topics, thematic concerns, generic conventions, modes or literary traditions that have been introduced throughout the course. The focus is on the development of critical response grounded in an understanding of the complex relationships among texts. Conceptual Questions: ● ●

●

How do texts adhere to and deviate from conventions associated with literary forms or text types? In what ways can diverse texts share points of similarity? How can texts offer multiple perspectives of a single issue, topic or theme?

Assessment: HL Assessment Component

Weighting

EXTERNAL ASSESSMENT Exam Paper 1: Guided Literary Analysis (2 hours 15 minutes) The paper consists of two non-literary passages from two different text types, each accompanied by a question. Students write an analysis of each of the passages.

35%

25%

Higher Level (HL) Essay Students submit an essay on one non-literary text or a collection of non-literary texts by one same author, or a literary work studied during the course.

20%

The essay must be 1,200–1,500 words in length. INTERNAL ASSESSMENT This component consists of an individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual Oral (15 minutes) Supported by an extract from both one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:

Examine the ways in which the global issue of your choice is represented through the content and form of two of the works that you have studied.

20%

Assessment: SL Assessment Component

Weighting

35%

Exam Paper 2: Comparitive Essay (1 hour 45 minutes) The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.

35%

INTERNAL ASSESSMENT This component consists of an individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual Oral (15 minutes) Supported by an extract from both one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:

Examine the ways in which the global issue of your choice is represented through the content and form of two of the works that you have studied.

30%

Korean A: Language and Literature “There are many people, simple commoners, despite wanting to have their say, who are unable to fulfill their desire. Finding this pitiful, I am creating a new twenty-eight characters, no more than to make it convenient for all people to easily learn and use them every day.” -King Sejong the great

Course Overview

Language A: language and literature comprises four parts—two relate to the study of language and two to the study of literature. A key aim of the language A:language and literature course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course. The main difference of literature course and Lannguare&Literature course lies in the different areas of focus each takes. In the language A: literature course, focus is directed towards developing an understanding of the techniques involved in literary criticism and promoting the ability to form independent literary judgments. The focus of the language A: language and literature course is directed towards developing and understanding the constructed nature of meanings generated by language and the function of context in this process. Students will study a range of selected non-fiction texts, such as articles, blogs and speeches by examining language choice, structure, and the influences of culture and context. It is recommended that students have had experience of writing critical essays about texts, not having done so should not exclude them from studying language A. The choice of the course will depend on the students’ interests and future educational plans particularly in subjects such as communication, media, journal, pshychology, marketing and culture studies, etc. Additionally, students will have advantage to have the Bilingual Diploma, which is seen in a very positive strength by western universities.

Topics Studied Paper 1: Guided Paper 2: Internal assessment: HL essay textual analysis Comparative essay Individual Oral Two non-literary passages from two different text types

Comparative essay based on two literary works studied in the course

Advertisements, Parody, Film, Cartoon, Magazine article Diagram etc.

Novel, Poem, Play, Essay

Supported by an extract from both one non-literary body of work and one from a literary work

Essay on one non-literary body of work, or a literary work studied during the course [HL only]

English A: Language and Literature The study of Literature and Language is interdependent and mutually inclusive. Without an ear for language and an ability to shape it, which actor, activist, politician, advertising/marketing giant would have stood the test of time? Which leader would have successfully convinced a nation that bloodshed was in the name of something higher, something nobler than mere violence? And yet it is through the medium of language that all of these things occur. The Language A: Language and Literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices.3

Course Content

At both Higher and Standard Level, students will study a range of selected non-fiction texts, such as articles, blogs and speeches by examining language choice, structure, and the influences of culture and context. Higher Level students will also study a minimum of 6 literary texts (a mix of genres, time periods and cultural influences) and Standard Level will read a minimum of 4 literary texts. Some examples of the diversity of texts that can be studied as part of the course can be found in the following word cloud:

Language A: language and literature guide (p. 5, IBO, 2011) 24

Literature and Performance (SL only) “That is part of the beauty of all literature.You discover that your longings are universal longings, that you're not lonely and isolated from anyone.You belong.”

~F. Scott Fitzgerald

Course Overview

Unique, creative and at the heart of the IB philosophy, this course is an intriguing synthesis of Language A and Theatre. The course focuses on the study of the interaction between literary text and performance. All of which culminates in a piece of poetry or prose that has been transformed from page to stage. The process is exciting, creative and will challenge you to view texts from angles that will make you stand out from the crowd. This is a group 1 subject that goes far beyond the scope of literature or theatre studies as individual subjects. Literature and Performance is ideal for students who have studied Drama at iGCSE level, have a passion for theatre and wish to explore English as a practical as well as theoretical language. Literature and performance aims The aims of the literature and performance course are to: 1. 2. 3. 4. 5.

Equip students with the skills to explore critically and imaginatively a range of literary texts and performance possibilities. Develop in students the ability to articulate their responses to literature and performance in a variety of styles and contexts. Introduce students to a range of performance skills. Broaden the perspectives of students through the exploration of texts from differing cultures, periods and genres. Foster a personal and passionate engagement with literature and performance, and by so doing guide students towards a better understanding of themselves and the world.

Literature and Performance Syllabus Part 1: Critical study of texts ● A range of literary texts are studied. ● Students develop the skills to identify meaning and make viable interpretations. ● Students analyse the effect of literary features. ● Students write and speak appropriately about literature. Part 2: Exploration of the chosen approach to the text ● Texts are explored in terms of their performance potential. ● Students generate ideas for the transformation of prose and poetry texts into dramatic form. ● Students speak and write appropriately about their ideas. Part 3: Realization of texts in performance ● Students develop the skills to prepare their own pieces for performance, and to perform scripted drama. ● Students perform to an audience. ● Students analyse and evaluate performance through appropriate speech and writing.

Assessment Weightin g

Assessment Component EXTERNAL ASSESSMENT Paper 1: Prose and performance (1 hour 30 minutes) Students answer one essay question from a choice of three concerned with issues involved in dramatizing a novel.

20%

Paper 2: Poetry (1 hour 30 minutes) Students answer one comparative essay question from a choice of six.

20%

Written coursework: Major playwrights in performance Students produce one piece of writing that incorporates critical analysis of the realization of an extract or a series of linked extracts from a play as well as reflection on the student’s performance in a staged interpretation of it. The written coursework must be 1,500–2,000 words in length.

20%

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. The internal assessment component has two compulsory parts. 40%

Performance (5 minutes) and individual oral presentation (15 minutes) Students present one performance during the course. This must be a transformation based on one or more of the poetry and prose texts studied in class. It must not be based on the texts studied for papers 1 and 2. The individual oral is a structured presentation about this performance.

Subject Information Group 2: Language Acquisition

Selecting Language Options in Group 2 In the Languages department, our aims are simple: to foster and encourage enthusiasm, enquiry, independence and critical thinking whilst generating a love for Languages and its cultures. We strive to deliver stimulating and stretching courses through studying authentic resources. Group 2 consists of two types of language course: Language B is an additional language-learning course designed for students with some previous learning of that language, usually to IGCSE level (or equivalent). It may be studied at either SL or HL. Language ab initio is designed for students with little or no prior experience of the language they wish to study. This does not, however, mean that ab initio courses are easy. In fact, if anything the lack of prior experience of the language makes the learning curve steeper and as such more challenging for many students thank continuing with a language they already have experience of. As with the Group 1 languages, Language B and Language ab initio courses vary in terms of the language of delivery but have common course structures and assessment criteria. These common elements are described below, followed by subject-specific pages. At NLCS Jeju we offer HL, SL and ab initio courses in French, Mandarin and Spanish. There is no ab initio course for English B or Korean B, which are offered at either HL or SL. There are a number of factors that contribute to an individual’s choice of language course in Group 2; language profiles are rarely identical as people can have very different aptitudes for listening, speaking, reading and writing. Following a discussion with individuals, the Diploma Programme Coordinator and their language teachers will ensure that, as far as possible, students are following the course that is most suited to their needs and that will provide them with an appropriate academic challenge.

Language acquisition aims The following aims are common to both language B and language ab initio. 1. Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance. 2. Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes. 3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures. 4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar. 5. Develop students’ awareness of the importance of language in relation to other areas of knowledge. 6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills. 7. Provide students with a basis for further study, work and leisure through the use of an additional language. 8. Foster curiosity, creativity and a lifelong enjoyment of language learning.

Classical Languages An alternative to a modern language course in Group 2 is Latin as a Classical Language. This is taught and assessed differently to the others and is explained at the end of this section.

Language B (HL/SL) Language B courses are designed for students with previous experience of studying the language, usually up to the equivalent of IGCSE level. Those without this experience should consider a Language ab initio course.

Course Content In any language B course, students develop the ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course. All language B courses are delivered thematically, following the guiding principles below.

Theme

Guiding Principles

Identities

The guiding principle of this theme is to explore the nature of the self and what it is to be human. Students could investigate the theme through a range of optional recommended topics such as: lifestyles, health and wellbeing, beliefs and values, subcultures, language and identity.

Experiences

The guiding principle of this theme is to explore and tell the stories of the events, experiences and journeys that shape our lives. Students could investigate the theme through a range of optional recommended topics such as: leisure activities, holidays and travel, life stories, rites of passage, customs and traditions, migration.

Human ingenuity

The guiding principle of this theme is to explore the ways in which human creativity and innovation affect our world. Students to investigate the theme through a range of optional recommended topics such as: entertainment, artistic expressions, communication and media, technology, scientific innovation.

Social organization

The guiding principle of this theme is to explore the ways in which groups of people organise themselves or are organised through common systems or interests. Students could investigate the theme through a range of optional recommended topics such as: social relationships, community, social engagement, education, the working world, law and order. 30

Sharing planet

the The guiding principle of this theme is to explore the challenges and opportunities faced by individuals and communities in the modern world.

Students could investigate the theme through a range of optional recommended topics such as: the environment, human rights, peace and conflict, equality, globalization, ethics, urban and rural environment.

Assessment: HL Weightin g

Assessment Component EXTERNAL ASSESSMENT Paper 1 (1 hour 30 minutes): Productive skills—writing One writing 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 examination instructions.

25%

Paper 2 (2 hours): Receptive skills—listening and reading Listening comprehension (1 hour)

50%

Reading comprehension (1 hour) Comprehension exercises on three audio passages and three written texts, drawn from all five themes. INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral assessment A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by discussion based on one or more of the themes from the syllabus.

25%

Assessment: SL Weightin g

Assessment Component EXTERNAL ASSESSMENT Paper 1 (1 hour 15 minutes): Productive skills—writing One writing 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 examination instructions.

25%

Paper 2 (1 hour 45 minutes): Receptive skills—listening and reading Listening comprehension (45 minutes)

50%

Reading comprehension (1 hour) Comprehension exercises on three audio passages and three written texts, drawn from all five themes. INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral assessment A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme.

25%

Language ab initio (SL only)

Designed for students with little or no experience of studying the language, ab initio courses develop the ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course.

Key aims for the language ab initio course.

Students will be assessed on their understanding of five key concepts: 1. Audience: Students understand that language should be appropriate for the person(s) with whom one is communicating 2. Context: Students understand that language should be appropriate to the situation in which one is communicating 3. Purpose: Students understand that language should be appropriate to achieve a desired intention, goal or result when communicating 4. Meaning: Students understand that language is used in a range of ways to communicate a message 5. Variation: Students understand that differences exist within a given language, and that speakers of a given language are generally able to understand each other

Course content

Language ab initio courses are divided into five broad themes, all of which are well suited to fostering an international perspective. These ab initio courses seek to develop intercultural understanding and foster a concern for global issues, as well as to raise students’ awareness of their own responsibility at a local level. Topics that may be covered under each theme are as follows:

Identities

Experiences

Human Ingenuity

Social organization

Sharing the Planet

Personal attributes

Daily routine

Transport

Neighbourhood

Climate

Personal relationships

Leisure

Entertainment

Education

Physical geography

Eating and drinking

Holidays and tourism

Media

The workplace

Environment

Physical wellbeing

Festivals and celebrations

Technology

Social issues

Global issues

Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (1 hour): Productive skills—writing Two written tasks of 70–150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions.

25%

Paper 2 (1 hour 45 minutes): Receptive skills—listening and reading Listening comprehension (45 minutes)

50%

Reading comprehension (1 hour) Comprehension exercises on three audio passages and three written texts, drawn from all five themes. INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral assessment A conversation with the teacher, based on a visual stimulus and at least one additional course theme.

25%

Why choose English? Available as Language B HL/SL.

Although the role, needs and function of the English language are constantly shifting and developing, it is evident that English has been established ‘as the standard language: an intrinsic part of the global communications revolution.’ (The Economist) Additionally, English is the main language of books, newspapers, international business, academic conferences, science technology, diplomacy, sport, international competitions, airports and air-traffic control, pop music and advertising. Because of this, over one billion people are currently learners of the English language. One of the aims of the English B course is to set its students apart from the other billion English learners, opening up a wealth of academic and employment opportunities, through focusing far beyond the realms of basic and functional English. Through the English Language B course, students are exposed to a multitude of language styles and registers, encouraging competency when writing a business report, a professional letter, an academic paper or a scientific investigation to name but a few. In terms of more immediate gain, the Language B course complements and provides support with the five other IB disciplines. The demands upon an IB learner are extensive, particularly in terms of the expectations upon language competency and creativity. In any given day, an IB learner may be expected to deliver a formal presentation, summarise a highly academic article, engage others in a discussion forum, produce an essay outlining a reasoned argument, convince others of their opinion or read one of the literary classics, and all in the English language. Following the language course provides students with the tools to successfully adapt their spoken and written language to fulfill all of these differing expectations on their English Language skills. Studying Language B also provides students with greater intercultural understanding, adequately preparing them to understand, interact and build personal and professional relationships within an ever-growing international community of English Language speakers. Gaining an insightful understanding and appreciation of the influences, motivations and experiences of our global neighbours is a central part of the language B course and also sits at the heart of the IB philosophy. Note: students on target for a C grade or better in English as a First Language IGCSE should choose English as a Group 1 subject. Those wishing to deviate from this guidance should have a conversation with the IBDP Coordinator about the issues this may bring about.

Why choose French?

Available as Language B HL/SL and ab initio.

The American Council on the Teaching of Foreign Language Survey indicates that more students are interested in studying French than any other foreign language in the United States. The Modern Languages Association’s survey shows that French enrollments in the United States are on the rise and are now at the highest level in over 20 years. While any language will be useful for some jobs or for some regions, French is amongst the few foreign languages that are widely spoken throughout the world and is the second most frequently taught language in the world after English. The International Organization of Francophonie has 56 member states and governments. Of these, 28 countries have French as an official language. French is the only language other than English spoken on five continents. When deciding on a foreign language for work or school, consider that French is a language that will give you the most choices later on in your studies or your career.

Why choose Spanish?

Available as Language B HL/SL and ab initio.

Spanish is the primary language of 20 countries worldwide. Spanish is the second most studied language and second language in international communication. Every year the number of people studying Spanish grows significantly. Increasingly, the second language U.S. citizens are choosing to learn is Spanish. Acquiring language requires special skills that, once learned, can be used to become fluent in other languages. Understanding a language also means understanding the culturally enriching aspects of different societies. To stay competitive in today's world, it is imperative to learn more about other cultures and how they think. When deciding on a foreign language for work or school, consider that Spanish is a language that will give you the most choices later on in your studies or your career.

Why choose Mandarin?

Available as Language B HL/SL and ab initio.

This course will enable you to: ● ● ●

● ● ●

develop your intercultural understanding of Chinese enable you to understand and use the Chinese language you have studied in a range of contexts and for a variety of purposes encourage, through the study of Chinese texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures develop your awareness of the role of language in relation to other areas of knowledge provide you with a basis for further study, work and leisure through the use of Chinese language provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of Chinese language.

Why choose Korean? Available as Language B HL/SL. Korean B is an additional language-learning course designed for students with some previous learning of Korean. The main focus of the course is on language acquisition and development of language skills. Students study a variety of topics such as the environment, famous people, current and historical events, immigration, music, art, cuisine, fashion, film, etc.… to develop their skills in listening, reading, writing, speaking and cultural interaction. Types of texts studied include: Personal texts (blog, diary, email, personal letter), Professional texts (blog, mail, essay, formal letter, proposal, report, survey) and Mass Media texts (advertisement, articles, blog, brochure, film, interview, review, news report, speech).

Latin (HL/SL)

aere perennius (more lasting than bronze)

Horace Odes III.30

Studying Latin is stimulating and enjoyable. You will build on the foundation laid in IGCSE Latin. You will consolidate and refine your understanding of the language and enjoy and appreciate a wide range of literature. Your vocabulary will increase and you will have the added benefit of being able to use a dictionary for unseen translations in examinations. You gain highly respected and transferable skills and acquire confidence to approach language sensitively and critically. You will acquire the vocabulary to appreciate the rich body of literature left to us by the Romans. Set texts are prepared thoroughly in class, literary techniques are examined and personal responses to literature are produced.

Course Overview

This classical languages course provides an opportunity for students to explore the language, literature and culture of ancient Rome. The study of Latin language gives important insights into the culture that produced it, and leads to a greater understanding of contemporary languages, literature and cultures. Fundamentally, the study of classical languages trains the mind, developing skills of critical thought, memory and close analysis, as well as an appreciation of the beauty and power of language. Linguistic skills lie at the heart of the course, since it is through a deep understanding of the workings of a language that true intellectual contact can be made with the peoples of the past. Students translate Latin accurately and sensitively. Students also study different genres of classical texts, examining the ideas in these works and their artistry within their historical, political and cultural contexts. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, and use of primary sources.

IBDP Latin Syllabus Aims ● ● ● ● ●

To enable the student to reach an appropriate level of knowledge and understanding of the language and to use this understanding for a variety of purposes, including translation, comprehension and research. Develop the student’s appreciation of the literary merit of classical texts and an awareness of the issues raised in them, as well as their connections and relevance to our times. Encourage, through the study of texts and other products of classical cultures, an awareness and appreciation in the student of the different perspectives of people from those cultures. Provide the student with an opportunity for intellectual engagement through the process of inquiry and the development of critical thinking and learning skills. Provide the student with a basis for further study, work and enjoyment in a variety of contexts.

Course Content Part 1: Study of language Latin: The study of Latin authors in order to develop language skills. One extract from two (SL) or three (HL) authors will be set and students will be required to translate one (SL) or two (HL) extracts, with the support of a Latin dictionary Part 2: Study of literature A detailed study of literature from one (SL) or two (HL) core Latin texts and companion texts.. Part 3: Individual study—research dossier A collection of annotated primary source materials demonstrating an in-depth exploration of an aspect of classical language, literature or civilization chosen by the student. Part 4 (HL only) Coursework Latin Composition Original writing of no more than 100 words with a short commentary.

Assessment Assessment Component

Weightin g

EXTERNAL ASSESSMENT

HL/SL

Paper 1 (HL 2 hours/SL 1 hour 30 minutes) Translation of one (SL) /two (HL) extracts from a prescribed author

30%/35%

Paper 2 (HL and SL 1 hour 30 minutes)

30%/35%

Short and extended answers to questions based on extracts from the core texts and companion texts. (HL only) Coursework Latin Composition

20%

INTERNAL ASSESSMENT SL/HL Individual study – research dossier

20%/30%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Subject Information Group 3: Individuals and Societies

Economics (HL/SL) ‘It has been more profitable for us to bind together in the wrong direction than to be alone in the right one’ Nassim Nicholas Taleb, The Black Swan

Why might I be interested in studying Economics?

What is happening to the Korean Won and what are the implications of this for the Korean economy? How will global events impact on the ability of Korea to provide jobs for all its citizens? How can Korea contribute to the economic development of other countries? Why do cinemas charge different prices to different people to see the same movie? Should one firm provide all the electricity in a country? Does competition bring us the best use of our scarce resources? How might we deal effectively with the problem of air pollution in Beijing? How does the market system allocate scarce resources? If you are interested in any of these questions and want to develop an independent and critical way of thinking then Economics is a subject you will find valuable. This social science looks at how we try to make most use of the scarce resources we have as a society to provide for our own needs and for the needs of future generations. Economics is relevant to an understanding of the world in which you will live and work in the future, it provides a way of analyzing events and will help you consider alternative national economic strategies to inform your decisions as a citizen.

Course Overview

In Economics you will have the opportunity to demonstrate your learning in a variety of ways, through class discussions based on simulations, written work which could be continuous prose or responding to data, presentations to class, problem solving and working with data. Economics is a well-respected foundation for further courses at university and a wide range of occupations including working in the private and government sectors as an economist analyzing policy and proposing solutions to problems; describing economic problems to others through careers in journalism or teaching; working for financial institutions, such as banks, analyzing data and taking risky decisions based on your analysis; as a route to qualify as an accountant; working within a variety of businesses.

Course Content

Students will be introduced to nine key concepts – scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention – which they will use throughout the course. Students will use an economic lens to investigate integrated subtopics of economics of the environment and the economics of poverty and inequality. All students will be expected to be able to handle prose and numeric data. Most of the teaching will be via case studies, news articles and application of economic theories to real world situations. Economic theory includes:

Microeconomics - the model of supply and demand, elasticities, the role of government, market failure and externalities and public goods. Higher Level students will also address the market failures in the environmental context, asymmetric information and market power. Macroeconomics - Measuring economic activity, aggregate demand and supply analysis, the macroeconomic objectives governments follow such as full employment, the control of the price level and growth, economics of inequality and poverty, monetary, fiscal and supply-side policy available to government to control the economy. The Global Economy - International trade, protectionism and economic integration, exchange rates and the balance of payments, sustainable development, its measurement, barriers to development and economic development strategies.

Assessment

There are essay and data response based papers for both Higher and Standard Level students. These test the content of the specification. In addition, Higher Level students take a policy paper. All students submit a portfolio of three commentaries based on recently published news stories using a different key concept to examine the issues involved.

Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (1 hour 15 minutes) An extended response (essay) paper. Answer one question from a choice of three.

20% HL 30% SL

Paper 2 (1 hour 45 minutes) A data response paper. Answer one question from a choice of two.

30% HL 40% SL

Paper 3 (HL only, one hour 45 minutes) HL Policy Paper

30% HL

Students answer two compulsory policy response questions. INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Portfolio of commentaries Students produce a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media. Maximum 800 words x 3

20% HL 30% SL

Geography (HL/SL) Understanding present relationships between people and the planet so we can adapt and prepare for the future

Whatever your passion for the world - fascination with landscapes or concerns about inequality - Geography will provide you with knowledge and transferable skills that will reward you personally and advance you professionally.

Course Overview

The Geography department comprises highly experienced teachers that believe Geography is one of the foundation blocks that all other subjects are built on, and as such Geography is visible in every aspect of human life. Geography at IB level provides preferential entry for Natural Science courses in the Russell group of universities (UK). The Higher level extension course provides students with the opportunity to learn about and understand the challenges and opportunities presented by globalisation as a force in the world. IB Geography Syllabus Aims ● ● ● ● ● ●

To develop an understanding of the interrelationships between people, places, spaces and the environment. Develop critical awareness and consider the complexity of geographical issues. To develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management. Acquire in-depth understanding of how geographical issues have been influenced by powerful human and physical processes and form viewpoints on how these issues can be resolved. To understand and evaluate the need for planning and sustainable development through the management of resources at varying scales. Appreciate the relevance of geography in analyzing contemporary issues and challenges, and develop a global perspective of diversity and change.

Course Content Paper 1: Geographical Themes

Paper 2: Core – Geographical perspectives – global change

SL two themes – HL 3 Themes

SL and HL

● Oceans and their Coastal Margins ● ●

Geophysical Hazards Food and Health

● ● ●

Population distribution— changing population Global climate—vulnerability and resilience Global resource consumption and security (food, energy,water)

Paper 3: Higher Level – Geographical perspectives-global interactions HL only ● ● ●

Power, places and networks: study the geography of politics by learning about superpower relationships Human development and diversity: studies in gender, development and the globalisation of culture Global risk and resilience: the “wicked problems” of our world, cyber-security, disruptors of global supply chains and threats to economic and political sovereignty of nations.

Assessment Weightin g

Assessment Component EXTERNAL ASSESSMENT Paper 1: Geographical Themes (2 hours HL/1 hour 30 minutes SL) HL Students answer questions on three themes. Each theme has a structured question and one extended answer question from a choice of two.

35% HL 35% SL

SL students answer questions on two themes. Each theme has a structured question and one extended answer question from a choice of two. Paper 2: Core – Geographic perspectives – global change (1 hour 15 minutes) This paper is divided into three sections, A, B and C.

25% HL 40% SL

Section A: Students answer structured questions based on the core units which include stimulus material, such as tables/diagrams/maps Section B: Students answer questions based on an infographic or visual stimulus. Section C: Students choose one extended answer from a choice of two. Paper 3: Geographic Perspectives – global interactions (HL only, 1 hour) Students answer ONE of three essay questions. Students will demonstrate an understanding of the theme of globalisation and its implications for people everywhere.

20% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Geographical investigation Students investigate a topic through practical fieldwork and produce a written report on a geographical investigation. The report must not exceed 2,500 words.

20% HL 25% SL

History (HL/SL) “History Opens Doors! Many top jobs are within the grasp of historians. With a history degree you can aspire to be prime minister, press baron and media mogul, overlord of the BBC, ‘the most famous lawyer in the land’, archbishop of Canterbury, top diplomat, Oxbridge vice-chancellor, England footballer or chairman of the richest football club in the world, famous comedian or celebrated pop musician, best-selling novelist, trade union boss, business millionaire – and perhaps even, one day, monarch of the realm.” David Nicolls, Professor of History

Why study IB History?

IB History is a course that is widely respected and recognised by top universities around the world. An IB History student focuses on skills such as reading, writing, critical thinking, and comparative evaluation. Among other career routes, history provides an excellent background for those interested in becoming lawyers, consultants, civil servants and those interested in international relations and politics. Knowledge of history is essential to understanding the context of the modern world. It is impossible to understand the complex issues that we face today without an understanding of how the past shaped these issues. In this sense, knowledge of the past is inescapable.

What is the difference between HL and SL History? Many students ask this question. In truth, both Higher Level and Standard Level History require the same set of skills. The essential difference between the two courses is the amount of content that is covered. Students taking HL History will cover a regional topic dealing with the History of Europe. This means that they will be required to take an additional exam paper. Hence doing the HL course allows students to further develop their writing and analytical skills in History, as well as covering another major area of modern world history.

Assessment

IB History consists of three different papers. SL students will sit the first two papers, while HL students will also sit Paper 3. All students will also complete an internal assessment.

Weightin g

Assessment Component EXTERNAL ASSESSMENT Paper 1 (1 hour) The Move to Global War

20% HL 30% SL

Four short-answer/structured questions. This section of the syllabus examines the impact of Nazi and Japanese imperialism on International Relations 1931-39. Paper 2 (1 hour 30 minutes) Authoritarian and Single-Party States: Hitler, Mao & Castro and the impact of The Cold War

25% HL 45% SL

Two extended-response (essay) questions. Paper 3 (HL only, 2 hours 30 minutes) China and Korea (1910–1950), Peoples Republic of China (1949-2005), and apan (1920-1990) Three extended-response questions.

35% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Historical investigation Historical investigation on any area of the syllabus (approximately 20 hours’ work)

20% HL 25% SL

Global Politics (HL/SL) The 21st century is characterised by rapid change and increasing interconnectedness, impacting individuals and societies in unprecedented ways and creating complex global political challenges. Global Politics is an exciting, dynamic subject that draws on a variety of disciplines in the social sciences and humanities, reflecting the complex nature of many contemporary political issues. The study of global politics enables students to critically engage with different and new perspectives and approaches to politics in order to comprehend the challenges of the changing world and become aware of their role in it as active global citizens.

‘I must study war and politics that my children may have liberty to study mathematics and Philosophy’ John Adams

Course Overview

The Global Politics department is led by an experienced IB examiner who has worked collaboratively with educators from a range of top international schools in order to develop a course that is challenging, engaging and authentic. Students will have access to a rich range of resources and learning opportunities through an online platform that encompasses all lesson, revision and extension materials. The course requires students to actively engage with contemporary global issues and should only attract students who have a genuine interest in the global political system.

IB Global Politics Syllabus Aims The aims of the global politics course at SL and HL are to enable students to: 1. Understand key political concepts and contemporary political issues in a range of contexts. 2. Develop an understanding of the local, national, international and global dimensions of political activity. 3. Understand, appreciate and critically engage with a variety of perspectives and approaches in global politics. 4. Appreciate the complex and interconnected nature of many political issues, and develop the capacity to interpret competing and contestable claims regarding those issues.

Course Content SL/HL: Core Syllabus Content Students will explore political theories, perspectives and concepts Topic 1: Power Sovereignty and International Relations Topic 2: Human Rights Topic 3: Development Topic 4: Peace and Conflict

HL Extension In addition to answering one extra question on the SL essay paper, HL students also record two oral presentations that are submitted to the IB for assessment. Students find, research and present two case studies that must each fit into one of the following categories: 1. Environment 2. Poverty 3. Health

4. Identity 5. Borders 6. Security

Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (1 hour 15 minutes) Stimulus-based paper on a topic from one of the four core units. Students answer four compulsory short-answer/structured questions.

20% HL 30% SL

Paper 2 (2 hours 45 minutes HL/1 hour 45 minutes SL) Extended response paper based on the four core units. HL students must write three essays from a choice of eight, each selected from a different core unit. SL students must write two essays from a choice of eight, each selected from a different core unit.

25% HL 45% SL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Engagement activity A written report (2,000-word maximum) on a political issue explored through engagement and research.

20% HL 25% SL

HL extension: global political challenges (HL only) Two video recorded oral presentations (10-minute maximum each) of two case studies chosen from two different HL Extension topics. These are the culmination of approximately 90 hours’ work on research and preparation.

20% HL

Philosophy (HL/SL)

‘Socrates did not teach philosophy, he taught to philosophise’

Daniel and Auriac

Course Overview

The Philosophy IB course at NLCS Jeju aims to teach students how to philosophise. This means that students are required to think hard about some of the most difficult questions that humans have ever considered. Questions such as: what does it mean to be a human being? What is consciousness? What is truth? Does some form of God exist? What is the morally right way to live? How free are we to choose our actions? What is justice? Students taking the IB Philosophy course will begin to tackle all of these questions (and many more) by learning how to critically analyse and evaluate the answers that some of the world’s greatest thinkers have proposed for them. They will also learn how to construct sophisticated and precise arguments of their own in order to convince others that their personal views on these issues could be the correct ones. The guiding principle behind the IB Philosophy course is that it is a skills-based programme. One of the main skills that Philosophy helps us to acquire is that of critical thinking. Students who learn how to do Philosophy develop high-quality critical thinking skills, which are essential for becoming independent thinkers, living ethically as global citizens, and for studying all other academic subjects with a logical and rigorous approach. Although no previous knowledge is required to begin the course, those who choose philosophy will enjoy thinking deeply about difficult topics that remain unanswered and will be excited about taking part in discussions and debates in which they consider other people’s views and support their own. Being able to contribute to high-quality debate - both orally and in writing – is one of the specific skills that students will develop throughout the course. Philosophy students therefore need to be prepared to think in ways they have never thought before, to be creative problem-solvers, and to enjoy breaking down complex ideas, concepts, and arguments. Students will actively engage with philosophical texts and with the views of the most influential and pivotal thinkers of the past and present.

Course Content

HL/SL Core Theme: ‘Being Human’ ● Do humans have an essential nature? ● What is the relation between our minds and our bodies? HL/SL Optional Theme: ‘Ethics’ ● Analysis and evaluation of moral theories. What ethical rules should we follow? ● Applied ethics. How can we solve real-life moral dilemmas in issues such as abortion, euthanasia, world-poverty, and environmental sustainability? HL/SL study of a philosophical text: Plato’s Republic Analysis and evaluation of the author’s views on questions such as: what is justice? What is the nature of truth? How should a society be organised? 49

HL Extension (HL only): ‘The Nature of Philosophical Activity’ ● Exploring what it means to “do philosophy”. ● Creating a personal response on the issue of Philosophy’s value and purpose. HL Optional Theme 2 (HL only): ‘Philosophy of Religion’ ● Exploration of diverse conceptions and meanings of ‘God’. ● Analysis and evaluation of arguments for and against the existence of God.

Assessment Assessment is primarily through extended response (essay) questions.

Assessment Component

Weighting

EXTERNAL ASSESSMENT Paper 1 (2 hours 30 minutes HL/1 hour 45 minutes SL) Core theme – “Being Human” Optional Theme – “Ethics” Optional Theme HL only – “Philosophy of Religion”

40% HL 50% SL

Paper 2 (1 hour for HL and SL) Prescribed text – Plato’s Republic

20% HL 25% SL

Paper 3 (HL only, 1 hour 15 minutes) Higher Level extension: “The Nature of Philosophical Activity”

20% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Philosophical analysis Students produce a philosophical analysis of a non-philosophical stimulus. Students select the stimulus themselves according to their interests. The analysis must not exceed 2000 words.

20% HL 25% SL

Psychology (HL/SL) Psychology is a fascinating area of study. It will help you understand human behaviour and mental processes and allow you to better understand how we think, act and feel. If you are interested in a deeper understanding of the human condition, you should consider studying psychology.

"Don't become a mere recorder of facts, but try to penetrate the mystery of their origin." Ivan Pavlov (1849-1936)

Course Overview

Psychology is the rigorous and systematic study of mental processes and behaviour. It is a complex subject which draws on concepts, methods and understandings from a number of different disciplines. There is no single approach that would describe or explain mental processes and behaviour on its own as human beings are complex animals, with highly developed frontal lobes, cognitive abilities, involved social structures and cultures. The study of behaviour and mental processes requires a multidisciplinary approach and the use of a variety of research techniques whilst recognising that behaviour is not a static phenomenon, it is adaptive, and as the world, societies and challenges facing societies change, so does behaviour.

IB Psychology Aims

1. develop an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour 2. apply an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour to at least one applied area of study 3. understand diverse methods of inquiry 4. understand the importance of ethical practice in psychological research in general and observe ethical practice in their own inquiries 5. ensure that ethical practices are upheld in all psychological inquiry and discussion 6. develop an awareness of how psychological research can be applied to address real-world problems and promote positive change.

Course Content Core The topics that must be studied are: ●

●

● ● ●

Biological approach to understanding behaviour o the brain and behaviour (SL and HL) o hormones and behaviour (SL and HL) o genetics and behaviour (SL and HL) o the role of animal research in understanding human behaviour (HL only) Cognitive approach to understanding behaviour o the brain and behaviour (SL and HL) o hormones and behaviour (SL and HL) o genetics and behaviour (SL and HL) o the role of animal research in understanding human behaviour (HL only) Sociocultural approach to understanding behaviour o the brain and behaviour (SL and HL) o hormones and behaviour (SL and HL) o genetics and behaviour (SL and HL) o the role of animal research in understanding human behaviour (HL only) Approaches to researching behaviour Challenging assumptions and critically assessing the methods used by researchers are integral skills in the study of psychology (SL and HL) Direct assessment on approaches to research (HL only)

Options SL students study one of the following options; HL students study two. ● ● ●

Abnormal psychology Developmental psychology Health psychology

Assessment Weightin g

Assessment Component EXTERNAL ASSESSMENT Paper 1: Core (2 hours) Section A: Three short-answer questions on the core approaches to psychology.

40% HL 50% SL

Section B: One essay from a choice of three on the biological, cognitive and sociocultural approaches to behavior. Paper 2: Options (2 hours HL/1 hour SL) HL students: two questions; one from a choice of three on each of two options.

20% HL 25% SL

SL students: one question from a choice of three on one option. Paper 3 (HL only, 1 hour) Three short-answer questions from a list of six static questions on approaches to research.

20% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Experimental study Students are required to work as part of a group to plan and conduct a psychological investigation. The research method, subjects and materials, as well as the operationalization of the Independent and Dependent Variables, will be the result of the group working together. Once the data has been generated the collaboration is complete. Each student will write up the report independently of other group members.The data will be analysed and conclusions drawn independently.

20% HL 25% SL

Subject Information Group 4: Sciences

Biology (HL/SL) “I became aware of the very complex internal organization in a cell from the basic science classes, and it made me think about how all that could work. It seemed like a great mystery, especially how organelles in the cell can be arranged in three dimensions, and how thousands of proteins could find their way to the right location in the cells.” John E. Rothman, 2013 Nobel Laureate for Physiology or Medicine

Why study IB Biology?

This is a very exciting time to study and continue to read Biology further at university. Biology is now firmly at the forefront of research, investigating how to answer many questions, such as what is life and how did we come to be? Moreover, Biology is proving to be an instrumental science in providing solutions to many of the world’s problems such as in medicine, food security, materials science and utilisation of energy resources.

Course Overview

The IB Diploma Biology course will provide some of the skills and knowledge with which to start a career in these fields. In particular, Biology at Higher Level is a prerequisite to study medicine at all international and national universities. Here at NLCS Jeju, students will learn the subject from the small scale, including about organic molecules, cells, and cellular processes. They will then extend this to a bigger scale to the biology of plants and animals and finally, how these interact on an even bigger scale in ecological studies. Underlying this will be a study in genetics and the theory of evolution. The acquisition of practical skills and an opportunity to develop an ability to clarify problems and search for solutions are an integral part of the course.

Aims of the Course

Throughout this challenging course, students become aware of how scientists work and communicate with each other. Furthermore, students enjoy multiple opportunities for scientific study and creative inquiry within a global context. In addition, the course is designed to: ● ● ● ● ● ● ● ● ●

Appreciate scientific study and creativity within a global context through stimulating and challenging opportunities Acquire a body of knowledge, methods and techniques that characterize science and technology Apply and use a body of knowledge, methods and techniques that characterize science and technology Develop an ability to analyse, evaluate and synthesize scientific information Develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities Develop experimental and investigative scientific skills including the use of current technologies Develop and apply 21st century communication skills in the study of science Become critically aware, as global citizens, of the ethical implications of using science and technology Develop an appreciation of the possibilities and limitations of science and technology

●

Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

Course Content Core (HL/SL) 1. Cell Biology

2. 3. 4. 5. 6.

HL Extension (HL only) 7. Nucleic Acids

Optional topics* A. Neurobiology and behavior

Molecular Biology

8. Metabolism, Cell Respiration

Genetics

and Photosynthesis 9. Plant Biology

bioinformatics C. Ecology and conservation

10. Genetics and Evolution 11. Animal Physiology

D. Human physiology

Ecology Evolution and Biodiversity Human Physiology

B. Biotechnology and

*Decisions on which optional topics are studied will be taken later in the course.

Assessment There are two major areas of assessment: written exams and coursework (Internal Assessment). The exams are sat at the end of the course in Year 13 and are marked externally. The course work is marked internally, moderated externally, and involves designing and undertaking practical work.

Weightin g

Assessment Component EXTERNAL ASSESSMENT Paper 1 (1 hour HL/45 minutes SL) Multiple Choice.

20% HL 20% SL

Paper 2: Options (2 hours 15 minutes HL/1 hour 15 minutes SL) Data-based, short answer and extended response questions.

36% HL 40% SL

Paper 3 (1 hour 15 minutes HL/1 hour SL) Practical questions and option topics: data-based, short answer and extended response questions

24% HL 20% SL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Practical Experimental work - 60 hours at HL & 40 hours at SL. This is assessed during a single 10-hour experiment, including an investigation and write-up of 6 to 12 pages.

20% HL 20% SL

0% HL 0% SL

across the disciplines to be shared in line with aim 10—that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. The Group 4 Project does not count toward a student’s score in the subject, but must be completed in order to pass the course.

Chemistry (HL/SL) Course Overview

Chemistry at Higher Level is a prerequisite to study various courses including medicine and dentistry at all British universities. The IB Diploma Programme Chemistry Standard Level course combines academic study with the acquisition of practical and investigational skills through the experimental approach. Students learn the chemical principles that underpin both the physical environment and biological systems through the study of quantitative chemistry, periodicity, kinetics and other subjects. The Chemistry course covers the essential principles of the subject and, through selection of options, allows teachers some flexibility to tailor the course to meet the needs of their students.

Aims of the Course Throughout this challenging course, students become aware of how scientists work and communicate with each other. Furthermore, students enjoy multiple opportunities for scientific study and creative inquiry within a global context. In addition, the course is designed to: ● ● ● ● ● ● ● ●

Provide a body of knowledge, methods and techniques that characterise science and technology Enable students to apply and use a body of knowledge, methods and techniques that characterise science and technology Develop an ability to analyse, evaluate and synthesise scientific information Develop experimental and investigative scientific skills Engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities Develop and apply the students’ information and communication technology skills in the study of science Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology Develop an appreciation of the possibilities and limitations associated with science and scientists encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method

Differences between Chemistry Higher and Standard level All topics studied at Standard Level are also studied at Higher Level, but in more depth. Both include two optional units, but Higher Level again goes into greater depth.

Course Content Core (HL/SL) 1. Stoichiometric relationships

2. Atomic structure 3. Periodicity 4. Chemical bonding and structure 5. Energetics/thermochemistry

7. Equilibrium 8. Acids and bases 9. Oxidation and reduction 10. Organic chemistry 11. Measurement and data

Optional topics* A. Materials

B. Biochemistry C. Energy D. Medicinal chemistry

processing

6. Chemical kinetics *Decisions on which optional topics are studied will be taken later in the course.

Assessment

There are two major areas of assessment: written exams and coursework (Internal Assessment). The exams are sat at the end of the course in Year 13 and are marked externally. The coursework is marked internally, moderated externally, and involves designing and undertaking practical work.

Weightin g

Assessment Component EXTERNAL ASSESSMENT Paper 1 (1 hour HL/45 minutes SL) Multiple Choice.

20% HL 20% SL

Paper 2: Options (2 hours 15 minutes HLHL/1 hour 15 minutes SL) Data-based, short answer and extended response questions.

36% HL 40% SL

Paper 3 (1 hour 15 minutes HL/1 hour SL) Practical questions and option topics: data-based, short answer and extended response questions

24% HL 20% SL

20% HL 20% SL

0% HL 0% SL

the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. The Group 4 Project does not count toward a student’s score in the subject, but must be completed in order to pass the course.

Physics (HL/SL) What is Physics?

The International Baccalaureate Physics programme is a two-year rigorous pre-university course that is internationally well recognised. The focus of this programme is to impart in students the ability to inquire about, analyse and describe the physical world, as well as develop the knowledge and skills required to excel in their university studies. By design this course allows students to experience the challenges which are normally felt at undergraduate level. The course introduces the students to scientific methods and techniques which are needed for scientific investigations. Students are made aware of ethical responsibility in the use of scientific knowledge. Students are encouraged to understand the relationship between the various scientific disciplines and carry out an interdisciplinary project. Practical investigations are an integral part of the curriculum. Students are required to research a scientific problem, develop a hypothesis, design experiments, conduct investigations and draw conclusions. Special emphasis is given to manipulative skills required to carry out scientific investigations.

What skills will I develop through Physics?

Physics is about the observation, understanding and prediction of natural systems. Studying physics can help you to develop a range of skills that can be applied in many areas, both scientific and non-technical. These skills include: ●

● ● ● ● ●

Problem-solving - studying physics gives you a pragmatic and analytical approach to problem-solving. You break down tasks down to their basic elements and use imagination and creativity to try new approaches to solve challenging problems. Reasoning - the course involves using reasoning skills to construct logical arguments, apply analytical skills and grasp complex problems. Numeracy - a physics degree gives you skills in using mathematics to find solutions to scientific problems, create mathematical modeling and interpret and present information graphically. Practical skills - the degree helps you obtain practical skills by planning, executing and reporting experiments, using technical equipment and paying attention to detail. Communication - studying physics gives you skills to communicate complex ideas and use technical language correctly. Information and communication technology (ICT) - the course involves using ICT effectively, including specialist software packages for motion analysis and data processing.

Course Content Core (HL/SL) 1. Measurement and uncertainties 2. Mechanics 3. Thermal Physics 4. Waves 5. Electricity and magnetism 6. Circular motion and gravitation 7. Atomic, nuclear and particle physics 8. Energy production

HL Extension (HL only) 9. Wave Phenomena

10. Electromagnetic induction 11. Fields 12. Quantum and nuclear

Optional topics* A. Relativity

B. Engineering physics C. Imaging D. Astrophysics

physics

*Decisions on which optional topics are studied will be taken later in the course.

Assessment

Weightin g

Assessment Component EXTERNAL ASSESSMENT Paper 1 (1 hour HL/45 minutes SL) Multiple Choice.

20% HL 20% SL

Paper 2:Theory (2 hours 15 minutes HL/1 hour 15 minutes SL) Data-based, short answer and extended response questions.

36% HL 40% SL

Paper 3 (1 hour 15 minutes HL/1 hour SL) Practical questions and option topics: data-based, short answer and extended response questions

24% HL 20% SL

20% HL 20% SL

The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. The Group 4 Project does not count toward a student’s score in the subject, but must be completed in order to pass the course.

0% HL 0% SL

Computer Science (HL/SL) “It had nothing to do with using [programs] for practical things, it had more to do with using them as a mirror of your thought process. To actually learn how to think. I think everyone in this country should learn to program a computer. Everyone should learn a computer language because it teaches you how to think. I think of computer science as a liberal art.”

Steve Jobs (Former CEO of Apple)

Course Overview The Computer Science department includes an IB examiners and Cambridge Examinations examiner who believes that learning to program teaches the student how to think creatively. The belief that the computer is little more than a tool to combine learning from multiple disciplines is part of the department’s vision. Computing is integral to science—not just as a tool for analysing data but also as an agent of thought and discovery.

IB Computer Science Syllabus Aims ● ● ● ● ● ● ● ● ● ●

provide opportunities for study and creativity within a global context that will stimulate and challenge students developing the skills necessary for independent and lifelong learning 2. provide a body of knowledge, methods and techniques that characterize computer science 3. enable students to apply and use a body of knowledge, methods and techniques that characterize computer science 4. demonstrate initiative in applying thinking skills critical to identify and resolve complex problems 5. engender an awareness of the need for, and the value of, effective collaboration and communication in resolving complex problems 6. develop logical and critical thinking as well as experimental, investigative and problem-solving skills 7. develop and apply the students’ information and communication technology skills in the study of computer science to communicate information confidently and effectively 8. raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology 9. develop an appreciation of the possibilities and limitations associated with continued developments in IT systems and computer science 10. encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

Computational Thinking

Computational thinking is a problem-solving methodology that is applicable across a range of subject disciplines and underpins this course. The six principles of computational thinking, identified by Jeanette Wing in her article “Computational thinking” are: 64

● ● ● ● ● ●

thinking procedurally thinking logically thinking ahead thinking concurrently thinking abstractly thinking recursively (HL only).

Course Content Core (HL/SL) 1. System fundamentals

2. Computer organization 3. Networks 4. Computational thinking, problem-solving and programming

HL Extension (HL only) 5. Abstract data structures

6. Resource management 7. Control 8. Case study: additional subject content introduced by the annually issued case study

Optional topics* A. Databases

B. Modelling and simulation C. Web science D. Object-oriented programming (OOP)

*Decisions on which optional topics are studied will be taken later in the course.

Assessment Weightin g

Assessment Component EXTERNAL ASSESSMENT Paper 1 (2 hours 10 minutes HL/1 hour 30 minutes SL) Section A (HL/SL): a variety of short questions from all topics. Section B (HL/SL): Structured questions

40% HL 45% SL

Paper 2 (2 hours 15 minutes HLHL/1 hour 15 minutes SL) Section A (HL/SL): a variety of questions on the chosen option. Section B (HL only): additional questions based upon the HL extension material for the option.

20% HL 25% SL

Paper 3 (HL only, 1 hour) Structured questions based on the pre-released case study (topic 8 above).

20% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

20% HL 30% SL

Solution

The requirement of the internal assessment is to develop a solution for a specified client to a specified problem or an unanswered question. The solution is assessed using five criteria: planning; solution overview; development; functionality and extensibility of product; evaluation. Group 4 Project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10 – that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. The Group 4 Project does not count toward a student’s score in the subject, but must be completed in order to pass the course.

0% HL 0% SL

Sports Exercise and Health Science (SL only) Course description and aims

The IB DP course in sports, exercise and health science is a standard level (SL) course involving the study of the science that underpins physical performance. The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of topics and carry out practical (experimental) investigations in both laboratory and field settings. This provides an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of international dimensions and ethics by considering sport, exercise and health relative to the individual in a global context.

Course content Topic 1: Anatomy ● The skeletal system ● The muscular system Topic 2: Exercise physiology ● Structure and function of the ventilator system ● Structure and function of the cardiovascular system Topic 3: Energy systems ● Nutrition ● Carbohydrate and fat metabolism ● Nutrition and energy systems

Topic 4: Movement analysis ● Neuromuscular function ● Joint and movement type ● Fundamentals of biomechanics Topic 5: Skill in sport ● The characteristic and classification of skill ● Information processing ● Principles of skill learning Topic 6: Measurement and evaluation of human performance ● Statistical analysis ● Study design ● Components of fitness ● Principles of training programme design

Optional topics* A. Optimizing physiological performance B. Psychology of sport

C. Physical activity and health D. Nutrition for sport, exercise and health

*Decisions on which two optional topics are studied will be taken later in the course.

Assessment Weightin g

Assessment Component EXTERNAL ASSESSMENT Paper 1 (45 minutes) 30 multiple-choice questions on the core syllabus.

20%

Paper 2 (1 hour 15 minutes) Section A: one data-based question and several short answer questions on the core (all compulsory).

35%

Section B: one extended response question on the core (from a choice of three). Paper 3 (1 hour) Several short-answer questions (all compulsory) in each of the two options studied.

25%

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual investigation The internal assessment task will be one scientific investigation taking about 10 hours and the writeup should be about 6–12 pages long. Investigations exceeding this length will be penalized in the communication criterion as lacking in conciseness.

20%

Group 4 Project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. The Group 4 Project does not count toward a student’s score in the subject, but must be completed in order to pass the course.

Subject Information Group 5: Mathematics

Choosing the right Mathematics option The IBDP Mathematics syllabus has changed substantially this year. Rather than simply choosing the level of study, students are now required to decide upon the pathway they take through the course. There are two options for this: Analysis and Approaches, and Applications and Interpretation. Both courses cover the same broad topics, but look at each in different levels of depth, as summarised by the comparison table of guided teaching hours below. An overview of the two courses is given on the following pages, but in broad terms the Analysis & Approaches course takes a more theoretical, pure mathematics approach whilst Applications & Interpretation is more applied. They are also assessed slightly differently, as the tables on the following pages show.

What do universities say? Students wishing to pursue Mathematics or heavily mathematical courses such as Mathematics and Engineering at university should opt for Analysis & Approaches at Higher Level. However, at the time of going to print, there is very little more specific information available, as the courses have not yet been taken by any students and as such no past papers or results analyses exist. As soon as more guidance is available, we will share it with students and parents. This process will begin with dedicated presentations to parents at the Options Information Day and to students in their Maths lessons.

Mathematics Analysis & approaches (HL/SL) Course overview

This course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content; it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology.

Assessment Assessment Component

Weighting

EXTERNAL ASSESSMENT 30% HL 40% SL

Paper 1 (2 hours HL/1 hour 30 minutes SL) No calculators allowed. Section A: Compulsory short-response questions based on the syllabus. Section B: Compulsory extended-response questions based on the syllabus. Paper 2 (2 hours HL/1 hour 30 minutes SL) Calculators allowed.

30% HL 40% SL

Section A: Compulsory short-response questions based on the syllabus. Section B: Compulsory extended-response questions based on the syllabus. Paper 3 (HL only, 1 hour) Calculators allowed. Two compulsory extended response problem-solving questions.

20% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Mathematical exploration Internal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics.

20% HL 20% SL

Mathematics Applications & Interpretation (HL/SL) Course overview

This course is designed for students who enjoy describing the real world and solving practical problems using mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical models and enjoy the more practical side of mathematics.

Assessment Weightin g

Assessment Component EXTERNAL ASSESSMENT Paper 1 (2 hours HL/1 hour 30 minutes SL) Calculators allowed. Compulsory short-response questions based on the syllabus.

30% HL 40% SL

Paper 2 (2 hours HL/1 hour 30 minutes SL) Calculators allowed. Compulsory extended response questions based on the syllabus.

30% HL 40% SL

Paper 3 (HL only, 1 hour) Calculators allowed. Two compulsory extended response problem-solving questions.

20% HL

20% HL 20% SL

Subject Information Group 6: The Arts

Music (HL/SL) In this course, students and teachers engage in a journey of imagination and discovery through partnership and collaboration. Students develop and affirm their unique musical identities while expanding and refining their musicianship. Throughout the course, students are encouraged to explore music in varied and sometimes unfamiliar contexts. Additionally, by experimenting with music, students gain hands-on experience while honing musical skills. Through realising and presenting samples of their musical work with others, students also learn to communicate critical and artistic intentions and purpose. As students develop as young musicians, the course challenges them to engage practically with music as researchers, performers and creators, and to be driven by their unique passions and interests while also broadening their musical and artistic perspectives.

Aims of the Course The course enables students to: ● ● ● ● ●

become informed, reflective and critical musicians understand the dynamic and changing nature of music explore and value the diversity of music across time, place and cultures express musical ideas with confidence and competence develop perceptual and analytical skills

Course Content 1. Music for sociocultural and political expression This area focuses on music that expresses and communicates social and cultural messages, conveys political ideas and/or helps preserve social and cultural traditions. Examples of relevant musical materials may include the following genres. • Protest songs • Liturgical music • National anthems 2. Music for listening and performance This area focuses on music that expresses and communicates intrinsic aesthetic values. Such music is sometimes referred to as “absolute music”. Examples of relevant music materials may include the following genres. • Chamber music of the Western art tradition • Cool jazz • Experimental music 3. Music for dramatic impact, movement and entertainment This area focuses on music used for dramatic effect, music that supports choreographed movement or dance and/or music that is incidental or intended to purposefully serve as entertainment. Examples of relevant music materials may include the following genres. • Music for film • Music for ballet • Musical theatre 4. Music technology in the electronic and digital age The contemporary music maker (HL only) “The contemporary music maker” component culminates in a collaborative project that is inspired by real-life practices in contemporary music-making. The project brings together the roles and skills of researcher, creator and performer, as well as the processes of exploration, experimentation and presentation, through a real-life music-making situation within a contemporary setting. Developing, realising and sharing artistic intentions through practical music-making is at the heart of this project.

Assessment

Exploring music in context Students select samples of their work for a portfolio submission (maximum 2,400 words). Student submit:

External/ internally assessed

External

30%

20%

Internal

30%

20%

External

40%

30%

a. written work demonstrating engagement with, and understanding of, diverse musical material b. practical exercises: ● creating: one creating exercise (score maximum 32 bars and/or audio 1 minute as appropriate to style) ● performing: one performed adaptation of music from a local or global context for the student’s own instrument (maximum 2 minutes) c. supporting audio material (not assessed).

Experimenting with music Students submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry in a local and/or global context. The report provides a rationale and commentary for each process. Students submit: a. a written experimentation report that supports the experimentation (maximum 1,500 words) b. practical musical evidence of the experimentation process ● three related excerpts of creating (total maximum 5 minutes) ● three related excerpts of performing (total maximum 5 minutes)

Presenting music Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry. The submission contains: a.

Presenting as a researcher •

programme notes (maximum 600 words) 75

Presenting as a creator •

composition and/or improvisation (maximum 6 minutes)

Presenting as a performer •

solo and/or ensemble (maximum 12 minutes)

•

excerpts, where applicable (maximum 2 minutes)

The contemporary music maker (HL only)

Internal

Students submit a continuous multimedia presentation documenting their real-life project. Students submit multimedia presentation (maximum 15 minutes), evidencing: a.

the project proposal

the process and evaluation

the realized project, or curated selections of it.

30%

Theatre (HL and SL) The IB Theatre course is a multifaceted theatre making course of study. It gives students the opportunity to make theatre as designers, directors and performers. It emphasises the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. Students experience the course from contrasting artistic perspectives. Students learn to apply research and theory to inform and to contextualise their work. The theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre, they gain a richer understanding of themselves, their community and the world. Through the study of theatre, students become aware of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes and their modes of presentation. It enables students to discover and engage with different forms of theatre across time, place and culture and promotes international mindedness.

Aims of the course ● ● ● ●

inquire into theatre and its contexts develop and practically apply theatre performance and production skills and elements, led by intentions create, present and evaluate theatre work both independently and collaboratively acquire the perspectives and intentions of an internationally-minded theatre-maker

For HL only: ● ● ● ● ● ● ● ●

understand, appreciate and explore the relationship between theory and performance. Experience and participate in a wide and varied range of theatre activities and develop proficiency in more than one area of theatre technique Become familiar with forms of theatre from their own and different cultures Explore different theatre traditions in their historical contexts Develop academic skills appropriate for the study and understanding of theatre Become reflective and critical practitioners in theatre Develop the confidence to explore, to experiment and to work individually and collaboratively on innovative projects, which should involve challenging established notions and conventions of theatre Understand the dynamic, holistic and evolving nature of theatre and the interdependencies of all aspects of this artform

Course Description

The first year will provide a foundation course that establishes theories, principles and skills that students will develop more independently in the second year. Alongside the projects within the curriculum, students will also have opportunities to take part in productions outside of class time that may contribute to course requirements. A range of professional practitioners will be invited to deliver workshops to students as part of the course to augment their experience and underpin their practice.

Assessment

Although some work is externally assessed by IB examiners, all is completed during the course. There are no examinations for Theatre at the end of the course.

Assessment Component

Weighting

EXTERNAL ASSESSMENT Collaborative Project (SL and HL) Students at SL and HL collaboratively create and perform an original piece of theatre (lasting 7–10 minutes) created from a starting point of their choice. The piece is presented to an audience as a fully-realized production. Research Presentation (SL and HL) Students at SL and HL plan, deliver and video record an individual research presentation (15 minutes maximum) in which they provide evidence of their academic and practical exploration and learning of a world theatre tradition. Solo Theatre Piece (HL only) Research of a theorist not previously studied. Students identify an aspect of their theory and create and present a solo theatre piece (4-7 minutes) with a 2,500 word report that demonstrates the practical application of this theory to a theatre piece for an audience.

25% HL 40% SL

20% HL 30% SL

35% HL

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Production Proposal (SL and HL) Students at SL and HL choose a published play text and formulate a vision for the design and theoretical staging of the entire play text for an audience.

20% HL 30% SL

Dance (HL/SL) ‘Great dancers are not great because of their technique, they are great because of their passion.’ Martha Graham

Course Overview

This course will present dance in a holistic form. Students will develop a broad understanding of dance and its functions in society. Students will have the opportunity to embrace a variety of dance traditions and dance cultures from the past, present and future. Students will be expected to choreograph, perform, and critique dance. Students will develop creative, performance, and analytical skills while enhancing their appreciation and enjoyment of dance. As an integral part of the IB Dance course, students may visit performances, experiencing the work of others first hand, this will incur a small cost.

What is dance?

According to the IB: All dance is expressive movement with intent, purpose and structure, which communicates through the body and gestures of the dancer. Dance is a vital and integral part of human life. It exists over time in many forms and styles and is practiced in all traditions and cultures, taking place in a range of contexts for various purposes. Dance is a unique medium for learning about self and the world. It is one essential component of artistic, aesthetic and cultural education, and develops creative potential through physical expression. In dance, the integration of body, mind and spirit helps participants learn skills that are transferable to other disciplines and to their daily lives.

Course objectives Students will be able: ● ● ● ● ● ● ● ● ● ● ● ● ●

To know, apply and perform advanced concepts and principles of dance technique and performance To apply studio and stage protocol To develop upper level concepts of musicality, phrasing and musical interpretation To demonstrate innovative thinking in improvisation and composition To communicate multiple ideas/themes through advanced choreographic processes and performance To demonstrate compositional contrast across two of the three dance works. To compare, contrast and analyse the history and progression of dance genres To investigate skills and requirements mandatory for professions related to dance To create and maintain a portfolio of the progression of dance knowledge To attend and critique live and pre-recorded dance performances To reflect and evaluate personal and artistic growth, as well as goal management To analyse the similarities and differences in the dance elements of two dance cultures and/or traditions. To demonstrate organization of written material, including use and attribution of appropriate sources. 79

Assessment

Although some work is externally assessed by IB examiners, all is completed during the course. There are no examinations for Dance at the end of the course.

Weightin g

Assessment Component EXTERNAL ASSESSMENT Composition and analysis The development of the creative aspect of making dances and composing original work: ● ●

35% HL 40% SL

SL: 2dance works (totaling 6-10 minutes) composed by the student, submitted on DVD. HL: 3 dance works (totaling 8-15 minutes) composed by the student, submitted on DVD.

An analytical statement on the processes of composition and analysis of one of the dances. Dance investigation: world dance studies The development of a comparative knowledge of several dance styles from more than one culture and/or tradition:

25% HL 20% SL

1. Exploring dances, gaining both a physical and theoretical understanding 2. Individual investigation A formal written report, no more than 1,500 words (SL) 2,500 words (HL), analysing the similarities and differences between two dance styles drawn from different dance cultures and/ or traditions, one familiar and one unfamiliar to the student. INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Performance The development of an understanding of and facility in performing dances. SL: One or two dances (solo/ duet/group but at least one must be a solo or a duet) in any style or styles, performed by the student to show proficiency and expressive ability appropriate to the dance, presented at an open showing; total presentation of 3-6 minutes. HL: As above, but with a two or three dance total presentation of 6-9 minutes.

40% HL 40% SL

Visual Arts (HL and SL) IB Visual Arts is based upon the observation and interpretation of the world we live in, developing the ability to explore and communicate ideas and meanings. In an increasingly digital world, the artist uses traditional and 21st century media to create his/her own visual language and challenge others’ beliefs and perspectives.

Course Overview

Within the Visual Arts IB course, students apply techniques and processes that they have developed during previous art and design study to create a personal and intuitive body of work that communicates their responses to their world around them. Students broaden their portfolio of skills by developing higher-level digital manipulation skills alongside oil painting, dry-point etching, textiles and sculpture.

Course Content The Process Portfolio Students develop a digital sketchbook from the outset of the course – a record of their artists research, practical experiments, wet and dry media observations, and evidential process images of their developing practice. Together, these records form the Process Portfolio, which documents how they have researched, developed and resolved their artworks. Studio Work: painting, printing, sculpture, textiles, or screen-based media work As students progress in year 1 of the course they begin to specialise in their chosen mediums. They develop their own lines of enquiry, working independently on outcomes within the context of their selection of artists, designers, and craftspeople. The Comparative Study A fundamental part of every artist’s journey is their understanding and response to the work of other artists, designers and craftspeople from history to the present day. The student’s exploration of Art History is realised in an extended Comparative Study, where students deconstruct artworks that inspire their own journey and place them within the context of the cultures that they were produced in. As an integral part of the IB Visual Arts course, students will visit galleries, experiencing the work of others first hand, this will incur a small cost. The Exhibition Throughout the two-year course, students produce work within three areas: 2D, 3D and digital. These culminate in a final exhibition at the end of Year 13. This exciting event is designed by the student within the context of regular gallery visits throughout their studies and an increasing understanding of curatorial practice, communicating personal vision. Portfolio development for university applications Higher Level students are guided and mentored through portfolio development towards application for their choice of international further education courses in Art and Design.

Gallery and Ongoing Film Programme Students will visit three galleries over the duration of the course to consider curatorial practice. They will also be introduced to a range of global artists as part of their critical and contextual studies.

Higher Level or Standard Level? Higher Level students will have explored a broader range of media and processes, developing a more substantial portfolio. Otherwise, the courses present equal challenge in the time given.

Assessment

Although some work is externally assessed by IB examiners, all is completed during the course. There are no examinations for Visual Arts at the end of the course. Weightings of the different assessment elements are the same for HL and SL, though the amount of work produced for each will differ.

Weightin g

Assessment Component EXTERNAL ASSESSMENT The Process Portfolio A record of the student’s own development, explorations, and processes. A digital document collated over their two-year course.

40%

The Comparative study Extended investigation and comparison of the work of other artists, designers and craftspeople, placed within the context of the cultures that inspires their own studio practice [SL and HL]. For HL students this is further extended into a personal study demonstrating the ways in which the artists have specifically inspired their own art practice.

20%

INTERNAL ASSESSMENT This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. The Final Exhibition Students mount their own substantial final exhibitions, selecting a coherent body of work from their two years’ art practice. HL 11 and SL 7 pieces. 10% of the assessment represents their understanding of curatorial practice.

40%

Your Option Choices As you go through this process you may find that you change your mind a number of times, as there could be a number of different options to choose from. Use the grid below to record your choices but do think carefully about what you want to do and possible university pathways.

Combination A

Combination B

Combination C

Group 1

Group 2*

Group 3

Group 4

Group 5

Group 6**

*or second Group 1 subject in a different language. **or second Group 3 or 4 subject.