International Baccalaureate (IB) Curriculum Booklet

​ Trip to CERN

The International Baccalaureate Diploma Programme

IA Gold Trip to Ziria & Helmos

ISTA Taps London Trip

Contents Page Foreword

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The International Baccalaureate: An Introduction

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3 4

Special Features of the International Baccalaureate Diploma Programme

6

The IB Diploma Curriculum​……………………………………

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Grading and assessment …………………………………………………

9

IB Subject Offerings at St Catherine’s School …………….…………

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The subject groups: Group 1: Language A

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Group 2: Languages B & ​ab initio … ​ ………..…………

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Group 3: Individuals and Societies …….……..…………

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Group 4: Experimental Sciences …………………………

21

Group 5: Mathematics ……………………………………

25

Group 6: Arts and Electives ………………….…………..

27

University Recognition of the IB Diploma …………………

33

Academic Requirements for the IB Diploma Programme at St Catherine’s School ……………………………………

34

Contact Details ……………………………………………..

35

Acknowledgement: Parts of this document have been adapted from the International Baccalaureate Organisation website at ​www.ibo.org and the individual IBO subject guides.

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Foreword “Education is not the filling of a pail, but the lighting of a fire”.

W. B. Yeats In one short sentence W.B. Yeats described perfectly the philosophy of the International Baccalaureate (IB) Diploma Programme. The IB diploma is the last port of call before our students set forth into the wider world and in the two short years of the programme they must equip themselves with the personal qualities that will ensure that they not only survive in their new environment but will truly flourish. That is why the IB Diploma programme focuses not solely on the acquisition of academic knowledge, although that is an important component, but equally on the nurturing of the student’s character.

In the modern world, where society and technology evolve with a bewildering, and often frightening pace, what are those personal qualities that are so necessary for the young person’s advancement and that are so valued by the IB world? Firstly, the IB students should be lifelong learners who have seen for themselves that education goes beyond the classroom but out into the home, the local community, the environment and into the digital ether that now envelops our lives. Through their CAS community service they will realise the need to be compassionate citizens who use their knowledge and capabilities to the benefit of others and not purely for personal gain. Through Theory of Knowledge the IB student will develop an open, yet critical mind, able to recognise the merit in the views of others, no matter how culturally or politically opposed they may be, and also be able to cut through the deceits and distortions peddled by those who wish to exert influence over us.

Above all the IB students will have kindled Yeats’ inner fire, the fire that instils courage and determination in times of adversity. Far from being cocooned away from difficulties the IB student will be set real challenges: the challenge to study six diverse subjects, the challenge to carry out a personal research project, the challenge to help others, the challenge to navigate fast flowing rivers or mountain ranges and the challenge to think for themselves and be responsible for their own actions.

Dr Stuart Bond Deputy Head & Head of Upper School

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The International Baccalaureate: An Introduction “And so we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being”.

Maria Montessori, Italian educator, reformer The IB was launched in 1962 at the International School of Geneva and among the founders was Kurt Hahn who also initiated the Duke of Edinburgh Award Scheme. From the outset the IB Diploma was designed as a comprehensive two-year programme which strives to maintain a balance between the breadth and depth found in other educational systems. In order to prevent the students being split between the two cultures of science versus the arts and humanities the IB diploma does not allow the students to opt out from either at the age of 16. This philosophy is underpinned by the broad-based curriculum through which the students take six examination subjects. A student’s programme must include their native language, at least one foreign language, mathematics at a suitable level, at least one science, one social science and the option to take either a creative subject or an extra academic subject.

The philosophy of the Diploma Programme is embodied by three other compulsory non-examination components, the Creativity Action and Service programme, where students participate in extra-curricular activities that enrich both their own lives and the community around them, the Theory of Knowledge course in which students are encouraged to question the basis of their own knowledge and perception of the world, and the Extended Essay which gives student an experience of academic research. The programme aims to give the students a multicultural perspective of the world while respecting the student’s own culture and background. For this reason the syllabi and examinations are not biased towards one culture’s perspective and all students, irrespective of their background, have an equal opportunity to succeed.

The first three universities to recognise the IB diploma were Oxford, Harvard and the Sorbonne. Since then its recognition has grown and its successful graduates have studied at the most prestigious universities in the world. In the UK IB diploma candidates are highly prized by university admissions tutors and any universities in North America value IB graduates to the extent of offering very lucrative scholarships to successful candidates.

The ideals of the IBO and the IB Diploma are further illuminated through the IB Mission Statement and the IB Learner Profile reproduced below.

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IB MISSION STATEMENT The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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.

IB learners strive to be: Inquirers ​They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable ​They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers ​They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators ​They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled ​They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded ​They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring ​They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers ​They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced ​They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective ​They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

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Special Features of the International Baccalaureate Diploma Programme CAS, TOK and the Extended Essay “The secret of education lies in respecting the pupil.”

Ralph Waldo Emerson, 19​th​ century philosopher and essayist.

The International Baccalaureate Diploma Programme is a rigorous pre-university course of studies that meets the needs of highly motivated secondary school students between the ages of 16 and 19 years. Designed as a comprehensive two-year curriculum, the diploma model is based on the pattern of no single country but incorporates the best elements of several. Worldwide, the programme is available in English, French and Spanish with English being the instruction language of choice for most IB World schools, including of course St Catherine’s British School.

The programme offers special features in addition to the traditional strengths of a liberal arts curriculum.

Theory of Knowledge (TOK) is a required interdisciplinary course intended to stimulate critical reflection upon the knowledge and experience gained inside and outside the classroom. Through a series of stimulating and hopefully entertaining lessons, involving group discussion, interactive games and special presentations, TOK challenges students to question the bases of knowledge, to be aware of subjective and ideological biases, and to develop a personal mode of thought based on analysis of evidence expressed in rational argument. The key element in the IBO's educational philosophy, Theory of Knowledge seeks to develop a coherent approach to learning which transcends and unifies the academic subjects and encourages appreciation of other cultural perspectives.

The course is covered in 100 hours across two years and is assessed through an essay and an “exhibition”. In conjunction with the Extended Essay the students can earn up to three bonus diploma points and failure to complete the TOK assessment would disqualify them from the award of the diploma. However the main aim of the course is not the points gain but the chance for students to discuss, debate and enjoy some of the great issues in areas such as philosophy, logic, ethics, politics, science, linguistics, mathematics, art and history, thereby providing a stimulating and mind-opening experience.

Creativity, Activity, Service is known by its acronym CAS and is a fundamental part of the diploma curriculum. The CAS requirement takes seriously the importance of life outside the world of scholarship, providing a refreshing counterbalance to the academic self-absorption some may feel within a demanding school programme.

Participation in theatre productions, sports, adventure and community service activities encourages young people to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. The goal of educating the whole person and fostering a more compassionate citizenry comes alive in an immediate way when students reach beyond themselves and their books.

For student development to occur, CAS should involve: ● real, purposeful activities, with significant outcomes ● personal challenge—tasks must extend the student and be achievable in scope ● thoughtful consideration, such as planning, reviewing progress, reporting ● reflection on outcomes and personal learning.

All proposed CAS activities need to meet these four criteria. It is also essential that they do not replicate other parts of the student’s Diploma Programme work.

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Concurrency of learning is important in the Diploma Programme. Therefore, CAS activities should continue on a regular basis for as long as possible throughout the programme, and certainly for at least 18 months. Successful completion of CAS is a requirement for the award of the IB diploma. CAS is not formally assessed but students need to document their activities and provide evidence that they have achieved seven key learning outcomes.

It is worth noting that the CAS programme recognises, and has many common features with, the International Award for Young People (known in the UK as the Duke of Edinburgh Award Scheme) that has been instituted at St Catherine’s and students working towards their gold and silver awards will find that many of their efforts will simultaneously count towards the CAS requirement.

The Extended Essay​: diploma candidates are required to undertake original research and write an extended essay of some 4000 words. This project offers the opportunity to investigate a topic of special interest and acquaints students with the kind of independent research and writing skills expected at university. There are currently 60 subjects, including more than 35 languages, in which the essay may be written. The students are assigned an essay supervisor to guide them although the responsibility for the production of the essay lies very much with the student. Depending on the nature of the research area students will engage in literature searching, empirical surveys or individual laboratory work. The topic is chosen by the student and could be a development of a long standing personal interest or the chance to investigate a topic in the academic field that the student wishes to pursue in the future. In conjunction with the TOK assessments the students can earn up to three bonus diploma points from their Extended Essay.

The IB Diploma Curriculum "Education is what survives when what has been learned has been forgotten."

-B. F. Skinner, Behavioural Psychologist The International Baccalaureate Organization's educational aims are embodied in the structure and content of the programme itself. The requirements of the IB diploma is represented by a circle divided into six segments - one for each academic area - surrounding the core. Subjects are studied concurrently and students are exposed to the two great traditions of learning: the humanities and the sciences.

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Students take six subjects​, comprising of one subject from each subject group above, of which ​three ​are taken ​at Higher Level (HL) ​and three ​at Standard Level (SL)​. Exceptionally four HL and two SL subjects can be taken. HL courses represent 240 teaching hours, SL courses cover 150 hours corresponding to six and four weekly teaching periods respectively.

By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period; this is a deliberate compromise between the early specialization preferred in some national systems and the breadth found in others. This also ensures that the science-oriented student is challenged to learn a foreign language and that the natural linguist becomes familiar with science. While overall balance is maintained, flexibility in choosing higher level specialisations allows the student to pursue areas of personal interest and to meet special requirements for university entrance.

All diploma candidates must also participate in Creativity, Activity and Service (CAS), Theory of Knowledge ​and undertake an Extended Essay. ​The TOK course has a 100 hour teaching requirement over the two years and CAS requires the fulfilment of eight learning outcomes over an eighteen month period. The Extended Essay involves the student in an independent research, undertaken in their own time, which should occupy at least 40 hours.

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Grading and Assessment Conventional external written examinations are complemented by internal assessment of coursework by the teachers responsible for evaluating students over the two-year period.

Key aspects of the grading system are as follows: ●

Each subject is awarded a grade from 1 (very low achievement) to 7 (excellence).

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The total available from the six subjects is 42 points. No extra weighting is given to higher level subjects.

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A maximum of 3 bonus points available from combined assessment of Theory of Knowledge and Extended Essay.

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Maximum diploma score is 45 points.

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Diploma awarded at a minimum of 24 points

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Some failing conditions (e.g. a grade 2 at HL or a grade 1 in a SL subject) mean that the diploma is awarded when 28 points has been achieved.

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Failure to complete Extended Essay, CAS or Theory of Knowledge components automatically disqualifies the student from a diploma award.

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If student fails to pass the diploma they receive individual certificates in subjects where they achieved ​grade 4 or better.

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Students are allowed two re-sit examinations per subject.

The IB Diploma is a very achievable goal for most students.

In the period 2018-2019, 96% of Diploma candidates at St Catherine’s successfully passed their Diploma with an average grade of 35 Diploma points. Both these figures are well above world averages.

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IB Subject Offerings at St Catherine’s School Group 1:

Group 2:

Group 3:

Group 4:

Group 5:

Group 6:

Studies in Language & Literature English A Modern Greek A Chinese A

Higher and Standard Levels Higher and Standard Levels Higher and Standard Levels

Language Acquisition French B Spanish B German B Spanish Ab Initio

Higher and Standard Levels Higher and Standard Levels Higher and Standard Levels Standard Level

Individuals and Societies Geography History Business Management Psychology Economics

Higher and Standard Levels Higher and Standard Levels Higher and Standard Levels Higher and Standard Levels Higher and Standard Levels

Sciences Biology Chemistry Physics Computer Science Environmental Systems & Societies Sports, Exercise & Health Science

Higher and Standard Levels Higher and Standard Levels Higher and Standard Levels Higher and Standard Levels Standard Level (Transdisciplinary: Group 3 & 4) Higher and Standard Level

Mathematics Analysis & Approaches Applications & Interpretation

Higher and Standard Level Higher and Standard Level

Arts and Electives Visual Arts Theatre Music

Higher and Standard Levels Higher and Standard Levels Higher and Standard Levels

Or one other from Groups 1 to 5 above The offerings above are conditional, subject availability is dependent on uptake and the school reserves the right to direct candidates towards the subjects and levels most suited to their individual aptitudes.

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The Subject Groups “Cultivate the habit of attention and try to gain opportunities to hear wise men and women talk. Indifference and inattention are the two most dangerous monsters that you ever meet. Interest and attention will insure to you an education.”

Robert Millikan, physicis​t

GROUP 1 To fulfil the requirements of the IB Diploma Programme, all students must study at least one group 1 subject. At St. Catherine’s, the group 1 subject compulsory for all students is English. Group 1 courses are designed for native or near-native speakers, and support future academic study by developing a high social, aesthetic and cultural literacy, as well as effective communication skills.

Language A: literature Students will focus exclusively on literary texts, adopting a variety of approaches to textual criticism. Students explore the nature of literature, the aesthetic function of literary language and textuality, and the relationship between literature and the world.

SL students are required to study 9 works, while HL students are required to study 13. (IBO 2019) Language A: language and literature In this course, students will study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture.

Approaches to study in the course are meant to be wide-ranging and can include literary theory, sociolinguistics, media studies and critical discourse analysis among others.

SL students are required to study 4 works, while HL students are required to study 6. (IBO 2019)

Assessment in Language A Higher Level The assessment is based on three components: (i) Written examinations at the end of the course (60% weighting): Paper 1 consists of two literary passages from different literary forms, each accompanied by a question. ​Paper 2 consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (ii) Higher level essay (20% weighting): ​Students submit an essay on one literary text or work studied during the course. (iii) Oral Assessment (20% weighting): ​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.

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Assessment in Language A Standard Level (Language and Literature Literature) The assessment is based on two components: (i) Written examinations at the end of the course (70% weighting): Paper 1 consists of ​two passages from two different text types, each accompanied by a question. Students choose 1 passage and write an analysis of it.

Paper 2 ​consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (ii) Oral Assessment (30% weighting): 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.

Further Education Opportunities in First Languages Students who are considering future university study in literature, drama or other language-based subjects such as history and law, may find it advantageous to opt for the Higher Level course in Language A. Also, of course, the Higher Level course is suitable for any IB student who simply has a love for literature.

Language A:

Modern Greek HL/SL or Mandarin Chinese HL/SL

In place of a Group 2 language, students at St. Catherine’s may opt to take Modern Greek of Mandarin Chinese as a second Group 1 subject. Students choosing Modern Greek A or Chinese A at either Higher or Standard Level follow a language and literature course, whose focus is directed towards encouraging students to question the meaning generated by language and texts. The course format for Modern Greek A and Chinese A SL and HL is the same as that for English A noted above, although of course the actual content is different.

SL students are required to study 4 works, while HL students are required to study 6. (IBO 2019) The Bilingual Diploma Successful candidates taking two Group 1 languages are awarded a Bilingual IB Diploma.

GROUP 2 Language B: French HL/SL, German HL/SL, Spanish B HL/SL Language B courses are the most natural progression for students who have studied a language for between 2 and 5 years and have passed the equivalent IGCSE Foreign Language course.

The main focus of these courses is on language acquisition with the four skills of text handling, written production, listening and oral performance being developed. These skills are honed through the study of three core themes, and two optional topics from a choice of five. Additionally, at higher level, two works of literature are studied.

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Syllabus Outline There are five prescribed themes, common to the syllabuses of language B and language ab initio; the themes provide relevant contexts for study at all levels of language acquisition in the Diploma Programme, as well as opportunities for students to communicate about matters of personal, local or national, and global interest.

The five prescribed themes are: ● ● ● ● ●

identities experiences human ingenuity social organization sharing the planet.

The use of literary works to develop students’ receptive and productive skills is encouraged at all levels of language acquisition in the DP; however, in terms of formal requirements of the syllabus and assessment outline, ​the study of two literary works originally written in the target language is a requirement at HL in language B​. HL students are expected to understand fundamental elements of the literary works studied, such as themes, plot and characters. It must be emphasized that literary criticism is not an objective Syllabus content Language B guide 23 of the language B course

Assessmen​t in Language B For both higher level and standard level the candidates sit two written examination papers (75% weighting), one concerning productive skills (Paper 1 25%), while the other focuses on receptive skills (Paper 2 50%), assessed with two separate sections (Listening comprehension and reading comprehension). The internal assessment (25% weighting) is a conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme.

Spanish Ab Initio (Standard Level only) This is a course that is similar in structure designed for students with little or no experience of the Spanish language.

The main focus of this course is on language acquisition with the four skills of text handling, written production, listening and oral performance being developed. The course is organised into five themes: ● ● ● ● ●

identities experiences human ingenuity social organization sharing the planet.

Each of these themes has a list of topics that give the students opportunities to explore the language studied as well as to develop intercultural understanding. External assessment is through two written examination papers (75% weighting) Paper 1 is related to productive skills while paper 2 tests receptive skills, reading and listening comprehension. The internal assessment (25% weighting) includes an individual oral based on a visual stimulus with follow-up questions and a general conversation with the teacher based on an additional theme.

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The Study of Other Languages In exceptional circumstances, students may wish to study language courses not offered in a formal classroom setting at St Catherine’s British School. These languages may be followed with an external tutor, with St Catherine’s British School providing support in the form of teacher support materials and the supervision of assessment. However in such circumstances the school must be satisfied that all IBO and school regulations in relation to educational and academic integrity can be met before granting permission to submit such a candidate for examination.

Further Education Opportunities in Second Languages Group 2 languages at HL (and in some cases SL) are sufficient to study modern foreign language and literature courses at university.

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INDIVIDUALS AND SOCIETIES Geography HL/SL, History HL/SL, Psychology HL/SL, Economics HL/SL, Business & Management HL/SL Although very different in content the subjects in Group 3 share common course aims. These aims are: 1. The systematic and critical study of human experience and behaviour, of the varieties of physical, economic and social environments in which we live and the history and development of the social and cultural institutions which we have created.

2. The development in the candidates of the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments concerning the nature and activities of the individuals and society.

3. The understanding of the various methods of data collection, description and analysis used in studies of society, and the ways in which hypotheses are tested and complex data and source material interpreted.

4. The appreciation of the way in which what has been learned is relevant to both the culture in which the candidate lives and those of other societies.

5. To recognise that human attitudes and opinions are widely diverse and that a study of society requires appreciation of such diversity.

6. To recognise that the subject matter of the disciplines in this group is contestable and that their study requires the toleration of others.

GEOGRAPHY Geography bridges the divide between social sciences and physical science while seeking to describe and explain some of the complex relations within society on the one hand and between society and the natural environment on the other. The phenomena studied in geography are primarily those which differentiate the earth's surface over which they are distributed.

The specific aims of the IB geography programme at both Higher and Standard levels are to enable students to: 1. develop an understanding of the interrelationships between people, places, spaces and the environment; 2.

develop a concern for human welfare and quality of the environment, and an understanding of the need for planning and sustainable management;

3.

appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change.

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Part 1: ​There are seven possible optional themes; each requires 30 teaching hours.

Two ​optional themes are required at SL. Three ​optional themes are required at HL. ● ● ● ● ● ● ●

Freshwater-issues and conflicts Oceans and their coastal margins Extreme environments Hazards and disasters-risk assessment and response Leisure, sport and tourism The geography of food and health Urban environments

Part 2: The Three core themes in the Higher and Standard Level programmes are: ● Populations in transition ● Global Climate ● Global Resource Consumption

Part 3​: HL extension-global interactions (HL only) There are three compulsory topics in the HL extension. ● Unit 4:Power, Places and networks ● Unit 5: Human Development and Diversity ● Unit 6: Global risks and resilience

Part 4:​ Fieldwork: Internal Assessment (​SL 25%/HL 20%​) Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation of 2500 words.

Further Education Opportunities in Geography In addition to geography degrees the geography HL and SL courses are beneficial for students wishing to pursue further education in environmental studies, third world and development studies, meteorology and geology.

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HISTORY “Who controls the past controls the future, who controls the present controls the past.”

George Orwell The IB History programme at both HL and SL is accessible to all willing, open-minded and enthusiastic students, and is particularly well suited to those who followed the IGCSE History course.

The aim of History is to explain trends and developments, trace continuity and change through time and through individual events. The course is concerned with individuals and societies in the widest context: political, social, economic, religious, technological and cultural. During the course the student is encouraged to reflect on the role of the historian and to debate on questions such as whether the historian merely records history or in fact helps to create it. The effect of bias on the selection and interpretation of material is a recurring theme and is one that interrelates meaningfully with the TOK course.

The common course content for HL/SL relates to the 20​th Century, and both levels require the study of one prescribed subject and at least two out of the five 20​th​ Century world history topics.

The ​Prescribed Topic ​is ​Rights and Protest (Case studies:​ The Civil Rights Movement in the USA 1956-1965 Protests against Apartheid in South Africa 1948-1964​) The chosen​ 2​ 0th Century World History Topics​ focus on: 1. Authoritarian States 2. Causes and Effects of 20th​ ​ century Wars 3. The Cold War In addition, HL students are required to study three ​Regional Option Topics that focus on one geographical region, such as Europe. For our students, this extends back to the 19​th century and the emergence of the Soviet State from Imperial Russia 1853-1924.

Assessment in History ● Written Examination Paper 1: A document-based paper set on the prescribed topic (20% weighting for HL, 30% for SL). ● Written Examination Paper 2: A ​ n essay paper based on the 20​th Century world history topics (25% weighting for HL, 45% for SL). ● Written Examination Paper 3: (HL only) A ​ n essay paper concerning the chosen regional option (35% weighting for HL). ● Historical Investigation:​ Internally assessed essay​ (​ 20% weighting for HL, 25% for SL).

Further Education Opportunities in History In addition to History-related degrees, the History HL and SL courses are especially beneficial for students wishing to study Politics, International Relations and Law, in addition to any other social science or literary subject, and provide students with proficient essay-writing and debating skills.

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PSYCHOLOGY Modern psychology bridges the divide between the human and the physical sciences and concerns the systematic study of human behaviour and experience. This is addressed through three main levels of analysis, the biological, cognitive and social and which emphasise the current trend in modern Psychology to examine all behaviour from a biopsychosocial approach.

These terms are probably obscure to those without a background in the subject. However, some of the applications of the optional areas of the syllabus, such as explanations and treatment for psychological disorders and how psychologists investigate the role of deprivation on trauma in childhood as well as the role of culture in gender roles, give a clearer indication of just some of the issues and concepts being addressed in the course.

The psychology course in the IB diploma programme also places great emphasis on empirical research and the students will study research design, methods, statistics and ethical issues in psychological research and its application.

In addition, the course takes a holistic approach which aims to foster intercultural understanding and respect. An understanding of how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour.

Since IB psychology gives emphasis to the historical and cross-cultural treatment of the perspectives, assesses the applicability of empirical research techniques and, in the cognitive level of analysis covers areas such as memory and the computer-mind analogy, the students will find that it provides many interlinking strands with the Theory of Knowledge course. This will enhance the appreciation of both subjects and help develop a truly interdisciplinary and highly textured world view.

The IB Psychology syllabus is changing as of September 2017 with the main difference being that there is now a HL extension to Paper 1. The Paper 2 options are Abnormal Psychology, Health Psychology, Psychology of Human Relationships and Developmental Psychology. HL students cover 2 options whereas SL cover 1. HL students also study qualitative and quantitative research methods for Paper 3.

Assessment in Psychology Higher level students are assessed through three written examinations (80%) and one internally assessed, experimental research project. (20%).

Standard level students are assessed through two written examinations (75%) and one internally assessed ,experimental research project (25%).

Further Education Opportunities in Psychology Although not a prerequisite for the study of psychology at university the IB psychology courses offer a definite advantage for students considering such a career path. Other fields in which a background in psychology may prove beneficial are any of the social sciences, medicine and even advertising, media and marketing.

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BUSINESS MANAGEMENT The Business Management course is a natural continuation of the IGCSE Business Studies course, although the GCSE is not a prerequisite for study of the subject at IB level.

The Business Management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organizations operate.

Links between the topics are central to the course, as this integration promotes a holistic overview of business management. Through the exploration of six concepts underpinning the subject (change, culture, ethics, globalization, innovation and strategy), the business management course allows students to develop their understanding of interdisciplinary concepts from a business management perspective.

The course encourages the appreciation of ethical concerns, as well as issues of corporate social responsibility (CSR), at both a local and global level.

Emphasis is placed on strategic decision-making and the following modules comprise the courses both at HL and SL: (HL/SL) Business organization and environment: ​This module is about the structure of organisations, organisational objectives and the different business environments.

(HL/SL) Human resources: Concerns the way people influence, and are influenced by, organisations in order to achieve organisational success.

(HL/SL) Accounts and Finance: Concerns how organisations manage their financial resources, and how accounting and financial information is used to aid decision-making and financial control.

(HL/SL) Marketing: T ​ his module emphasises the formulation of marketing strategies to achieve organisational objectives in response to changing environments.

(HL/SL) Operations Management: ​This concerns operational decision-making, quality assurance and customer care in both manufacturing and service industries.

Assessment in Business and Management: ● ●

Two written examinations: (​ 75% weighting) Internal Assignment (​ 25% weighting). HL students submit a Written Report (2000 words) and a short Research Proposal. SL students submit a Written Commentary (1500 words)

​Further Education Opportunities in Business and Management Business and management is advantageous if a student wishes to study one of the main business, management and marketing related courses available in higher education. Also it helps provide a suitable background for studies in advertising and, if taken in conjunction with a suitable level of mathematics, finance and economics.

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ECONOMICS Economics is a dynamic social science, forming part of the study of individuals and societies. The study of economics is essentially about the concept of scarcity and the problem of resource allocation. Although economics involves the formulation of theory, it is not a purely theoretical subject: economic theories can be applied to real-world examples.

Neither is economics a discrete subject, since economics incorporates elements of history, geography, psychology, sociology, political studies and many other related fields of study. Economics does not exist in a vacuum, because it naturally must consider how economic theory is to be applied in an international context.

The scientific approach characterizes the standard methodology of economics. This methodology can be summarized as a progression from problem identification, through hypothesis formulation and testing, arriving finally at a conclusion. Alongside the empirical observations of positive economics, students of the subject are asked to formulate normative questions. Encouraging students to explore such questions forms the central focus of the economics course.

Course Content Section 1: Introduction to Economics Section 2: Microeconomics Markets, Elasticities, Theory of the firm (higher level only), Market failure.

Section 3: Macroeconomics Measuring national income, Introduction to development, Macroeconomic models, Demand-side and supply-side policies, Unemployment and inflation, Distribution of income.

Section 4: International Economics Reasons for trade, Free trade and protectionism, Economic integration, World Trade Organization (WTO), Balance of payments, Exchange rates, Balance of payment problems, Terms of trade.

Section 5: Development Economics Sources of economic growth and/or development, Consequences of growth, Barriers to economic growth and/or development, Growth and development strategies, Evaluation of growth and development strategies.

Assessment​ is through written examinations and a portfolio of three written commentaries.

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GROUP 4 SCIENCES Biology HL/SL, Chemistry HL/SL, Physics HL/SL, Computer Science HL/SL, Sports, Exercise & Health Science HL/SL, Environmental Systems and Societies SL The above sciences are designed to give all students the chance to develop their practical research technique, the awareness needed to appraise the ethics of the scientific, technical and environmental issues in the world around them and, for HL students in particular, the knowledge base and problem solving ability required to study science, engineering or medical related subjects at university.

IB Biology, Chemistry and Physics and Sports, Exercise & Health Science HL/SL have a common syllabus model. All students study the common Subject Specific Core and the Higher Level students also study a large component of advanced material. Additionally both Higher and Standard Level students will study one option topic that may be common to both levels, or different, according to the choice of the teacher.

Environmental systems and societies (ESS) is an interdisciplinary course offered only at standard level (SL). This course can fulfill ei-ther the individuals and societies or the sciences requirement. Alternatively, this course enables students to satisfy the requirements of both subjects groups simultaneously while studying one course.

In all sciences, the students’ laboratory work is especially important and SL students must complete at least 40 hours of practical work and for HL the requirement is at least 60 hours. Within the practical programme there will be a variety of short experiments with 10 of the hours dedicated to an individual investigation that requires the student to plan their own experiment, carry it out, analyze and evaluate the results and finally come to a conclusion.

The task produced should be complex and commensurate with the level of the course.

Within the practical programme the students will conduct the interdisciplinary ​Group 4 Project. ​In this project all the IB students in a year group study a common topic. This is an opportunity for students to work in small teams and develops their ability to organise their work and themselves. Although the project can be laboratory based it is also an ideal opportunity to move the science teaching out of the school and an extended field trip in the summer term of IB 1 is a preferred option. At the end of the project, students feedback their findings to their colleagues in the form of a written report, poster display or presentation.

The main syllabus topics in each science should be familiar to students who have taken the individual GCSE subjects or the Double Award Science course although they are treated in greater depth and taken into new areas. Certainly the scientific experience built up through Key Stages 2, 3 and 4 at St Catherine’s School should allow nearly all of our students to approach their Group 4 studies with confidence.

The main topic areas in the three traditional sciences are: BIOLOGY: ​(HL and SL:) Cell Biology, Molecular Biology, Genetics, Ecology, Evolution & Biodiversity, Human Physiology; (HL only:) Nucleic acids, Metabolism, Cellular Respiration & Photosynthesis, Plant Biology, Genetics & Evolution, Animal Physiology. Plus an optional study from: Neurobiology & Behaviour, Biotechnology & Bioinformatics, Ecology & Conservation, Human Physiology.

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PHYSICS: ​Measurement, mechanics, thermal physics, oscillations and waves, electricity and magnetism, circular motion and gravitation, atomic, nuclear and particle physics, energy production.

Option topics available to the teacher are: Relativity, Engineering physics, Imaging, Astrophysics.

CHEMISTRY: ​The atom, stoichiometry, bonding, periodicity, electrochemistry, organic chemistry, kinetics, energetics, equilibrium, acid/base theory, measurement and data processing.

Options topics available to the teacher are: Materials, Biochemistry, Energy and Medicinal Chemistry Assessment in Group 4 Biology, Chemistry and Physics The assessment model is common for Biology, Chemistry and Physics. There are three written examination papers for both HL and SL. The individual papers are different for HL and SL although there are some common questions.

Paper 1:​ Multiple Choice paper with 20% weighting at HL and SL. Paper 2:​ Structured answer and extended response paper with 36% weighting at HL and 40% at SL. Paper 3:​ Structured answer and extended response paper relating to option topic with 24% weighting at HL and 20% at SL. Internal assessment: A mark is awarded by the teacher and externally moderated based upon the students’ performance. The internal assessment, worth 20% of​ ​the final assessment, consists of one scientific investigation.

Mathematics Requirement.

The higher level physics module is recommended only for students with a grade B or better in IGCSE mathematics and who are studying the Mathematics HL or SL courses in the IB Diploma Programme. All other Group 4 courses are suitable for study in conjunction with Maths Studies.

Further Education Opportunities in Science In addition to pure science degrees other university courses that have specific science prerequisites are: Medicine, dentistry, veterinary science and related - chemistry HL required and, usually, Biology HL preferred although physics HL is also acceptable.

Engineering - physics at HL preferred and, chemistry at HL or SL is well regarded and a requirement in the case of Chemical engineering.

Architecture - some architectural schools strongly favour candidates who offer physics at SL or HL.

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COMPUTER SCIENCE Nature of the course Problem solving Computer science involves computational thinking skills to solve problems. Therefore a full understanding of logical problem solving is required as well as a detailed knowledge of how computers operate. Successful computerized systems result from: a clear understanding of the problem to be solved; appropriate use of hardware based on a detailed knowledge of its capabilities and limitations; efficient use of algorithms and data structures; thorough and logical design; careful testing and integration of all these components. Students of Diploma Programme computer science will be guided by problem solving strategies that will be continually reinforced in their coursework. Initial stages of the process will involve identifying and defining the problem(s) to be solved using a computerized system.

The problem will be broken down (decomposed) into parts, with each part requiring a particular solution. From this problem definition, the student will construct appropriate algorithms to create a solution. The emphasis should be on the use of a logical approach and analytical thinking while using a computer to solve problems.

Java Students are expected to acquire mastery of the specified aspects of Java. Suitable mechanisms include encapsulation, polymorphism and inheritance, although other structured app​roaches are possible.

Mastery of a particular aspect (or mechanism) of computer science is defined as the ability to use that aspect appropriately for some non-trivial purpose that is well documented. Mastery will be demonstrated through work submitted in the program dossier.

The courses The computer science standard level (SL) course focuses on software development, fundamentals of computer systems and the relationship between computing systems and society. The higher level (HL) course encompasses all these elements but is extended to include: computer mathematics and logic; advanced data structures and algorithms; further system fundamentals; and file organization.

SPORTS, EXERCISE & HEALTH SCIENCE The course incorporates the disciplines of anatomy and physiology, skill acquisition, biomechanics, psychology and nutrition, which are studied in the context of sport, exercise and health. A combination of syllabus content and experimental work provides the opportunity for students to acquire the knowledge and understanding necessary to apply scientific principles and analyse human performance.The SEHS course has strong international dimensions such as international sporting competition and the international bodies that regulate them. Ethical issues that exist within sporting competitions are considered. The comprehensive curriculum provides excellent preparation for university courses including those specifically related to Sport, Sports Science or Physical Education.

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Assessment in Sports, Exercise & Health Science Paper 1: ​Multiple Choice paper with 20% weighting at HL and SL. Paper 2: ​Section A: students answer one data-based question and several short-answer questions on the core; Section B: students answer one extended-response question on the core. 35% weighting.

Paper 3: ​Several short-answer questions on each of the two options studied. 25% weighting.

Internal Assessment/Practical Work: T ​ his component is internally assessed by the teacher and externally moderated by the IB at the end of the course. The component comprises of one investigation. 20% weighting.

Environmental Systems and Societies ESS is firmly grounded in both a scientific exploration of environmen-tal systems in their structure and function, and in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment. As a result of studying this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world. The interdisciplinary nature of the DP course requires a broad skill set from students, including the ability to perform research and investiga-tions, participation in philosophical discussion and problem-solving. The course requires a systems approach to environmental understanding and promotes holistic thinking about environmental issues. Teachers explic-itly teach thinking and research skills such as comprehension, text analy-sis, knowledge transfer and use of primary sources. They encourage stu-dents to develop solutions at the personal, community and global levels.

Assessment in Environmental Systems and Societies Paper 1: ​Case study: short-answer questions based on source material with 25% weighting.

Paper 2: ​Section A: Short-answer questions and longer structured essays with 50% weighting.

Individual Investigation: ​The internal assessment task involves the completion of an individual investigation of an ESS research question that has been designed and implemented by the student. The investigation is submitted as a written report. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. The component comprises of one investigation with 25% weighting

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GROUP 5 MATHEMATICS Analysis & Approaches SL, HL Applications & Interpretation SL, HL All candidates for an Ib diploma are required to complete a mathematics course, and two options are available to cater for different abilities and levels of student interest. Each course aims to deepen a student’s understanding of mathematics as a discipline and to promote confidence and proficiency in the use of mathematical language.

The IB guidebooks for mathematics advise that in making the selection of a mathematics course the student should take into account the following considerations: ● Their own abilities in mathematics and the type of mathematics in which they can be successful ● Their own interest in mathematics with respect to the areas which hold an appeal ● Their other choices of subjects within the framework of the IB diploma ● Their future academic plans in terms of the subjects they wish to study and whether these will involve a further mathematics requirement ● Their choice of career

MATHEMATICS: Analysis & Approaches SL, HL This course is designed for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will explore real and abstract applications, sometimes with technology, and will enjoy the thrill of mathematical problem solving and generalization.

Assessment

SL

HL

Paper 1

40% No GDC

30% No GDC

Paper 2

40% GDC

30% GDC

20%

20%

-

20% GDC

Exploration (Internal assessment) Paper 3

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Internal assessment This is a piece of written work that involves investigating an area of mathematics

MATHEMATICS: Applications & Interpretations SL, HL This course is for students who are interested in developing their mathematics for describing our world, modelling and solving practical problems using the power of technology. Students who take Mathematics: Applications and interpretation will be those who enjoy mathematics best when seen in a practical context.

Assessment

SL

HL

Paper 1

40% GDC

30% GDC

Paper 2

40% GDC

30% GDC

20%

20%

-

20% GDC

Exploration (Internal assessment) Paper 3

Further Education Requirements for Mathematics A suitable grounding in mathematics is important in a wide range of academic areas. Students are advised to investigate the mathematics requirement for the course they are interested in.

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GROUP 6 THE ARTS Visual Arts HL/SL, Music HL/SL, Theatre HL/SL

Visual Arts HL/SL Why study IB Visual Art? The IB Visual Art course encourages and enables students to address difficult contemporary issues and their often contradictory messages. Through a multicultural approach which takes account of diverse student backgrounds as well as our present location, students’ understanding of themselves and others is intensified, allowing their verbal and visual responses to go beyond the merely illustrative. They learn to embrace a more profound awareness; in both the analysis of the work of others and in the creation of their own artworks.

Developing this ‘visual literacy’ is fundamental to the IB Visual Art course. A fluent use of the visual elements enables students to express ideas with conviction and to invest their works with meaning.

The department enjoys significant success in results, and a number of students each year continue their studies at some of the foremost Art, Architecture, Film, Fashion and Design colleges throughout the world.

The IB Visual Art Course Students are given a structured introduction to a variety of means by which they can begin to synthesise into manageable terms the enormity of visual stimuli to which they are daily exposed.

Through experimental use of both 2 and 3 dimensional media, students learn to give visual form to inner feelings as well as external appearances. Through critical as well as visual research they learn to understand and appreciate the work of artists and designers from other times and cultures. These endeavours help students to understand the world in which they live whilst also encouraging self confidence and a spirit of enquiry.

Structure of the Course The course at both SL and HL is broken down into ​3 core areas​ and these are: Visual arts in context Part of the syllabus provides a lens through which students are encouraged to explore perspectives, theories and cultures that inform and influence visual arts practice. Students should be able to research, understand and appreciate a variety of contexts and traditions and be able to identify links between them.

Through the visual arts in context area, students will: ● be informed about the wider world of visual arts and they will begin to understand and appreciate the cultural contexts within which they produce their own works ● ●

observe the conventions and techniques of the artworks they investigate, thinking critically and experimenting with techniques, and identifying possible uses within their own art-making practice investigate work from a variety of cultural contexts and develop increasingly sophisticated responses to work they have seen and experienced.

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Visual arts methods The visual arts methods part of the syllabus addresses ways of making artwork through the exploration and acquisition of skills, techniques and processes, and through engagement with a variety of media and methods.

Through the visual arts methods area, students will: ● understand and appreciate that a diverse range of media, processes, techniques and skills are required in the making of visual arts, and how and why these have evolved ● engage with the work of others in order to understand the complexities associated with different art​‑ ● making methods and use this inquiry to inspire their own experimentation and art-making practice ● understand how a body of work can communicate meaning and purpose for different audiences.

Communicating visual arts The communicating visual arts part of the syllabus involves students investigating, understanding and applying the processes involved in selecting work for exhibition and public display. It engages students in making decisions about the selection of their own work.

Through the communicating visual arts area, students will: ● understand the many ways in which visual arts can communicate and appreciate that presentation constructs meaning and may influence the way in which individual works are valued and understood ● produce a body of artwork through a process of reflection and evaluation and select artworks for exhibition, articulating the reasoning behind their choices and identifying the ways in which selected works are connected explore the role of the curator; acknowledging that the concept of an exhibition is wide ranging and encompasses many variables, but most importantly, the potential impact on audiences and viewers Students are required to investigate the core syllabus areas through exploration of the following practices: ● Theoretical practice ● Art-making practice ● Curatorial practice As well as producing studio work in class time, students are expected to keep a ​visual arts journal ​which they can work on in class, in their own time at home or on their travels.

This is their own record of the two years of study and should be used to document: ● the development of art-making skills and techniques ● experiments with media and technologies ● personal reflections ● their responses to first-hand observations ● creative ideas for exploration and development ● their evaluations of art practices and art-making experiences ● their responses to diverse stimuli and to artists and their works ● detailed evaluations and critical analysis ● records of valued feedback received ● challenges they have faced and their achievements.

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Distinction between SL and HL The visual arts syllabus demonstrates a clear distinction between the course at SL and at HL, with additional assessment requirements at HL that allow for breadth and greater depth in the teaching and learning. The assessment tasks require HL students to reflect on how their own work has been influenced by exposure to other artists and for them to experiment in greater depth with additional art-making media, techniques and forms. HL students are encouraged to produce a larger body of resolved works and to demonstrate a deeper consideration of how their resolved works communicate with a potential viewer. SL students have 2 double lessons per week (4 periods) and HL students have 3x double lessons per week (6 periods) Key Skills at IB Visual Art ● ● ● ●

Divergent thinking.

Environmental awareness.

Multicultural awareness.

Understanding of the significance of broad critical analysis of artworks, ancient and modern, to inform the decision making process.

Creative manipulation of both 2 and 3 dimensional media.

Confidence to make informed statements about their own work and that of others.

● ●

Entry Requirements Whilst not essential it is highly recommended that students should have studied and achieved well at IGCSE Art & Design before embarking on the IB Visual Art course. Students who have not taken the IGCSE in Art & Design are expected to submit a small portfolio of their current work to the Art teachers before starting on the course.

Finally, candidates must be conversant with the visual elements, well-motivated, inventive and hardworking to cope with the demands of the course.

IB MUSIC HL/SL

The aims of the IB music programme are to: students the opportunity to explore and enjoy the diversity of music on a personal, local and global level understanding the purpose and context of the music studied · ​Encourage students to develop perceptual skills through breadth of musical experiences, where they will learn to recognise, speculate, analyse, identify, discriminate and hypothesise in relation to music. · ​Enable students to develop creatively their knowledge, abilities and understanding through performance, music composition and journal writing ·​ ​Assist students to develop their potential as musicians both personally and collaboratively to the full​. ·

​Give

These aims are fulfilled through courses that harmoniously link student’s own performances, composing and the analysis of works of music.

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The exploration of diverse musical material is focused through the lenses of four Areas of Inquiry 1. ​Music for sociocultural and political expression (Examples may include protest songs, liturgical music, national anthems) 2. ​Music for listening and performance (Examples may include chamber music of the Western art tradition, cool jazz, experimental music) 3. ​Music for dramatic impact, movement and entertainment (Examples may include music for film, ballet or musical theatre) 4. ​Music technology in the electronic and digital age (Examples may include electronic dance music, technology in popular music production) The HL and SL courses have the common component: 1. ​Exploring Musical Content: Students select samples of their work as a portfolio submission such as sections of recordings of their performances, sections of their compositions and research relating to the areas of inquiry.

2. ​Experimenting with Music​: S ​ tudents submit an experimentation report with evidence of their musical processes in creating and performing focused through at least two areas of inquiry in a local and/or global context.

3. ​Presenting Music: Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry.

The Higher Level students are also required to undertake: The contemporary music-maker​: s​tudents submit a continuous multimedia presentation documenting their real-life project.

There is no written exam. The course is project-based assessed internally and externally.

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Assessment in Music:

SL

HL

Exploring Musical Content

Externally marked 30%

Externally marked 20%

Experimenting with Music

Internally marked 30%

Internally 20%

Presenting Music

Externally marked 40%

Externally marked 30%

The Contemporary Music-Maker

marked

Not applicable- only for Internally Marked HL 30%

Further Education Opportunities.

In addition to higher education musical colleges some universities now include music orientated options within their IT and cognitive science programmes.

THEATRE HL/SL The aims of the programme in Theatre are to help students understand the nature of the theatre; to understand it by making it as well as by studying it; to understand it not only with their minds but with their senses, their bodies and their emotions; to understand the forms it takes in cultures other than their own; and through this understanding better to understand themselves, their society and their world Having completed the course at Higher Level (HL) or Standard Level (SL) a student will be expected to have demonstrated: ● a knowledge of the major developments and techniques in the theatrical history of more than one culture. ● an ability to interpret and illuminate playscripts and other theatrical texts analytically and imaginatively ● an understanding of the art of the stage and of criticism in relation to it ● an ability to perform before an audience, and to demonstrate an understanding of, and some skill in, acting techniques ● the acquisition of sufficient technical skill to produce satisfactory work in at least one of the theatrical arts or crafts ●

an understanding of the processes of theatrical production

●

an ability to research imaginatively, selectively and with persistence.

The course consists of four compulsory parts: Theatre in context, Theatre processes, Presenting theatre and Coursework folder.

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Assessment: External Assessment Task 1:​ Solo theatre piece (HL only) 35% Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of their theory and create and present a solo theatre piece (4-8 minutes) based on this aspect(s) of theory.

Task 2:​ Director’s notebook HL 20% and SL 35% Students at SL and HL choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience.

Task 3:​ Research Presentation HL 20% and SL 30% Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a world theatre tradition they have not previously studied.

Internal Assessment Task 4:​ Collaborative project HL 25% and SL 35% Students at SL and HL collaboratively create and present an original piece of theatre (lasting 13-15 minutes) for and to a specified target audience, created from a starting point of their choice. They must research a Devising Company of their choice and incorporate aspects of the professional company’s approaches in their own creation of an original piece of theatre. The 15 page Process Portfolio reflects the student’s research, involvement, creativity and evaluation.

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University Recognition of the IB Diploma IB graduates gain admission to selective colleges and universities throughout the world. Students with strong IB examination results may also receive advanced standing or course credit at many North American universities and colleges. In addition, formal agreements exist between the IBO and many ministries of education and further information can be obtained from ​www.ibo.org​.

In the UK the IB Diploma is uniformly recognised by universities for its excellence and Diploma graduates have the full range of course options open to them. The correct Diploma option selection is important since some degree courses specify that students must have taken specific subjects at IB level, e.g. most medical schools specify that chemistry HL must have been studied. However the broad base of the IB Diploma and the increasing openness of the universities mean that Diploma graduates find nearly all career paths still accessible at the end of Year 13.

Typical IB offers for most degree and diploma courses can be found at www.ucas.com. In addition our University Guidance Officers, Dr Miniotis and Mrs Demetriades are able to supply information regarding IB acceptance at universities in a range of countries.

It is worth remembering that applications are sent through the UCAS system to British Universities some 10 months before we know the final IB results for each student. In high demand subjects such as medicine and law, the competitive universities may reject an applicant at that early stage on the basis of the application form and the fact that the candidate eventually achieves a points total in excess of a university’s standard requirement does not guarantee entry. However the CAS and Extended Essay components of the Diploma Programme usually help ensure that a student’s application is sufficiently well balanced and interesting to a university admissions tutor to secure an offer.

Also for the few degree courses that still admit after interview, such as at Oxford, Cambridge and the medical schools, the IB student’s experience of intellectual debate and informed discussion of contentious issues in the TOK course stands them in very good stead.

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Academic Requirements for the IB Diploma Programme at St Catherine’s School In the view of St Catherine’s School is that the IB Diploma Programme is suitable for nearly all students as long as they are enthusiastic and well-motivated regarded to their studies and extracurricular life. It would be with reluctance that any student would be deprived of such a fulfilling experience. However there are cases where the full diploma programme may not be the most suitable choice for a student and in order to safeguard the student’s best interests the following academic requirements for entrance and progression apply.

Requirements for Entrance to IB Diploma Programme: Automatic entry onto the full IB Diploma programme is reserved for St Catherine’s students who have an appropriate behaviour record and have secured at least 7 (I)GCSE passes at grade C or above, with at least three of those subjects being passed at grade B or above. In the case of external applicants entering the school within the 12 months prior to the commencement of IB, they are admitted by the Headmaster on the basis of the school entrance tests and evidence of academic and behavioural record from previous school.

Students who do not meet the above conditions, due to special circumstances, may be admitted at the Headmaster’s discretion into IB1 year as IB Certificate candidates in up to six subjects. If at the end of the IB1 year the student has clearly demonstrated, through end of year grades that total more than 24 points that he/she has strong and realistic prospects to pass the full Diploma at the end of IB2, then he/she may be upgraded to the full Diploma and will be required to complete Extended Essay, ToK and CAS obligations. It is intended that this pathway be taken only by students of known positive attitude who will clearly benefit from continuing their education at St Catherine’s British School for two more years.

It is a strong recommendation that students have achieved a GCSE grade B or equivalent in any subject, or similar, that they intend to take at higher level. If this is not the case the school reserves the right to direct the student into an alternative subject choice.

Requirements for Progression: At the end of year 12 (the end of the first year of the IB Diploma Programme students will take internal end of year examinations and a grade will be awarded, in conjunction with any internal assessment work, that will be expressed according to the IB scale. A total score of 24 points will be required to guarantee automatic progression to Year 13 within the full diploma programme. In addition a satisfactory progress report from the CAS Coordinator will be required to progress to Year 13.

For students who do not meet the above requirements their case will be reviewed by the IB Coordinator, CAS coordinator, the student’s personal tutor and subject teachers. In addition, the student and his or her parents will meet with the IB Coordinator who will then make one of the following recommendations to the senior administration. (i)

The student may progress to Year 13 within the full diploma programme although their academic progress will continue to be under review.

(ii) The student may progress to Year 13 by following a programme of individual subject certificates and CAS. This course will not lead to the award of the full IB Diploma.

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(iii) The student will be required to repeat Year 12 and will have the opportunity to select new options within the Diploma Programme.

These measures relate to academic progress within the IB programme only and do not take precedence over the school’s disciplinary policy.

Contact Details Further information regarding the IB Diploma Programme at St Catherine’s School can be obtained from: Mrs Anne Peters Head of IB St Catherine’s British School Leoforos Venizelou 77 Lykovrisi, Athens, 14123 Tel. (+30) 210 2829750 – 1 Fax (+30) 210-2826971 E-mail: ​anne.peters@stcatherines.gr Website: ​www.stcatherines.gr

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