IB Curriculum Guide 2024–26

IB DIPLOMA COURSE GUIDE 2024–2026

1

2

CONTENTS WELCOME TO OUR SCHOOL

5

PART 1 – THE INTERNATIONAL BACCALAUREATE

6

An Introduction The IB Learner Profile Subject Choices Assessment Requirements From IB to University

PART 2 – CURRICULUM SUBJECTS

14

GROUP 1

15

Language A – Literature (Polish or SSST – School Supported Self Taught) Language A – Language and Literature (English)

17

GROUP 2 Language B* – English, French, German, Spanish Language ab initio* – French, German, Russian, Spanish

19

GROUP 3 History Geography Economics Psychology Business Management

24

GROUP 4 Chemistry Biology Physics Computer Science Environmental Systems and Societies Sports, Exercise and Health Science

32

GROUP 5 Mathematics Applications and Interpretations AI Mathematics Analysis and Approaches AA

34

GROUP 6 Visual Arts Music

38

PART 3 – IBDP CORE Theory of Knowledge (TOK) The Extended Essay Creativity, Activity and Service (CAS)

*Subject to demand and timetable constrains

3

4

WELCOME TO THE BRITISH SCHOOL WARSAW The British School Warsaw was the first international school established by Nord Anglia Education; we opened our doors in 1992 with a total of 35 pupils. Today our NAE school community has over 70000 students representing more than 70 different nationalities.

USA, Asia, Australia, Poland or anywhere else, we believe that the IB Diploma is the best entry qualification you could hope to achieve. The IB Diploma Program develops students to think critically, independently, and creatively, giving them the skills they need to thrive at university.

Our mission is to provide a caring, academic and international environment to ensure that each student is intellectually stimulated, grows in confidence and responsibility, and develops respect for themselves and others, inspiring them to become active world citizens.

We are proud of the achievements of our students who gained excellent IB results in the May 2023 examination session with 20% of the students scoring 40 points or above, and one student achieving the maximum score of 45 points.

Our IB average score of 34 points and our subject average 5.3 were above World Average of 32.6 points and the subject average of 5.2.

It is, therefore, hardly surprising that students in possession of an IB Diploma from TBS Warsaw are highly successful in their applications to the world’s top universities.

We follow the principles of the English National Curriculum, adapted to the needs of our international student community.

Our approach ensures that each student reaches their full potential, and that they grow to be confident in everything they do.

With over 20 years of IBDP experience and a track record of success, we firmly believe that studying the IB Diploma at The British School Warsaw provides students with outstanding learning opportunities paving the way for their success and high achievement at university and beyond.

We have been running the International Baccalaureate Diploma Programme since 2001.

It is an excellent programme to follow in preparation for entry to universities, worldwide.

Whether you want to study in Europe, The Netherlands, the UK,

5

THE INTERNATIONAL BACCALAUREATE

6

AN INTRODUCTION THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IBDP) IS WIDELY REGARDED AS THE BEST PRE-UNIVERSITY PROGRAMME OFFERED IN THE WORLD.

No other qualification or diploma is recognised by so many institutions in so many countries.

No other programme gives a better preparation for university education and beyond. This guide has been written to make students and parents aware of the various aspects of the IBDP and to help students in making their best choices in selecting IB courses.

At The British School Warsaw, students are offered a wide selection of subjects. We offer the highest quality of teaching by experienced teachers, many of them IB examiners, moderators and workshop leaders. Our sole intention is to provide our students with as much support as possible to enable them to achieve success in the IB Diploma Programme.

Students choose six subjects best suited to their strengths and interests; within the six different subject groups. In addition to the six subjects, students will complete a 4000-word Extended Essay. They will study Theory of Knowledge (TOK) and complete a variety of projects within Core: the Creativity, Activity, Service (CAS) element of the course. The IB Diploma Programme is highly regarded by universities worldwide as they recognise its rigour and challenge.

Graduates of the IB Diploma are well-known for their maturity towards learning, their ability to question, well-honed research skills, critical thinking, communication and their timemanagement abilities. The aim of the Programme is to help develop knowledgeable and caring young people who help to create a better

7

and more peaceful world through intercultural understanding and respect. The IB Diploma is a broad programme with its depth of study across the various subject areas.

We look forward to sharing our expertise in the IBDP with our students and watching them flourish and grow in maturity and independence over the next two years. These two years will stimulate and develop their work ethic, enjoyment of learning, passion and enthusiasm to contribute to school life as well as their drive to succeed; all vital elements for life during and after the IB. Please do not hesitate to contact me if you have any further questions.

Neeraj Prabhu Head of IBDP

IB LEARNER PROFILE The IB Learner Profile outlines ten attributes that are invaluable in developing our students to go beyond academic success. All aspects of the IB Diploma Programme are committed to the development of our students according to the IB Learner Profile qualities; giving them valuable skills to use after graduating from TBS Warsaw.

INQUIRERS

COMMUNICATORS

IB Students develop their natural curiosity.

They acquire the skills necessary to conduct inquiry and research and show independence in learning. University faculties regularly note IB students’ passion for discovery.

IB Students understand and express ideas and information confidently and creatively, in more than one language and through a variety of modes of communication. They regularly deliver stimulating presentations and demonstrate excellence in group assignments.

KNOWLEDGEABLE

PRINCIPLED

IB Students 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. They are extraordinarily well prepared for the academic requirements of university coursework.

IB Students act with integrity and honesty, with a strong sense of fairness and justice. They take responsibility for their own actions and the consequences that accompany them. They are well-versed with the academic integrity that is a fundamental value of academics at universities and colleges.

THINKERS

OPEN-MINDED

IB Students exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions. IB students do not shy away from challenging questions and, once they know the answer, follow up by asking ‘why?’

IB Students understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They have a deep understanding of various cultures and views, bringing an appreciation of new views to both their academic study. Their international mindedness complements the missions of the best tertiary institutions.

8

CARING

BALANCED

IB Students 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. They tell us they bring this commitment to community and others to their activities and leadership roles at university and carry it throughout their lives.

Students understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. IB students are active participants in a wide range of aspects of campus life, as well as focusing on their academic development.

REFLECTIVE

RISK-TAKERS

Students 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. IB students have developed an ability to reflect on their learning and to articulate critically how they learned.

IB Students approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They transition well to challenging university settings and show resilience and determination in their work.

In academics, they have the confidence to approach new or unfamiliar subjects or material.

9

SUBJECT CHOICES THE IBDP CURRICULUM MODEL IS OFTEN SHOWN AS A CIRCLE – PORTIONED EQUALLY TO REPRESENT THE SIX GROUPS OF SUBJECTS THAT MUST BE STUDIED BY PARTICIPANTS OF THE FULL DIPLOMA PROGRAMME.

The curriculum of the IBDP consists of six subject groups.

These are studied concurrently, and students are expected to study one subject from each group. Diploma candidates must select one subject from each of the six groups, although a second subject from Groups 2, 3 or 4 may be substituted for a Group 6 subject.

Students must select three subjects at higher level (HL), and three at standard level (SL). HL courses represent approximately 240 teaching hours. SL courses cover 150 hours. Some students may choose to study four at HL to begin with and then reduce this to three.

Students are able to explore some subjects in depth and others more broadly, a deliberate compromise between early specialisation found in some national systems and the breadth found in others.

The science-oriented student is challenged to learn a foreign language and the natural linguist becomes familiar with laboratory procedures. The subjects are continually reviewed and revised to meet contemporary needs.

Students should consider their strengths and interests when making their choices as well as considering university requirements.

DP model, source: www.ibo.org

10

Group 1

Group 4

STUDIES IN LANGUAGE AND LITERATURE

SCIENCES

• • • •

In science, we offer Biology, Chemistry, Physics, Computer Science, Sport, Exercise and Health Science, or Environmental Systems and Socities. Practical laboratory skills are developed, and collaborative learning is encouraged through an interdisciplinary Collaborative Science Project taken at the end of the first year. All subjects are offered at Higher and Standard Level*.

A comprehensive suite of courses for a wide range of students.

The Literature course remains centred on the formal study of literary texts, and includes a broad range of text types Language and Literature allows students to analyse the ways in which context impacts on the meaning of a text All Group 1 courses are designed to be accessible to students with diverse language backgrounds.

Group 5 MATHEMATICS There are two Mathematics courses being offered: 1. Mathematics: Analysis and Approaches, offered at both HL and SL levels; 2. Mathematics: Applications and Interpretation, offered at SL level.

At TBSW, students will be offered a choice of English or Polish Language A on a taught basis.

Other languages can be chosen for self-supported study. In such cases, students will need to find their own tutor to assist with their study of the language and cover any consequential costs incurred.

Mathematics: analysis and approaches This course recognises the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a preuniversity mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series at both SL and HL, and proof by induction at HL.

Group 2 LANGUAGE ACQUISITION All IBDP candidates are required to take a second language. Several options accommodate second language learners with previous experience of learning the language as well as complete beginners. The principle aim for the subjects in Group 2 is to enable students to use the language in a range of contexts and for many purposes. For students with two or more years studying a foreign language, we offer courses in* English B, Spanish B, French B and German B. Language B courses are offered at Higher and Standard Level. For those wishing to start a new language from scratch, we offer* French, German, Spanish, Russian for beginners (ab initio). Ab initio languages can only be taken at Standard Level.

Mathematics: applications and interpretation This course recognises the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasises the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics.

Group 6 ARTS AND ELECTIVES

Group 3

This includes Visual Arts and Music with emphasis placed on practical production by the student and exploration of a range of creative work in a global context. As an alternative to this, students may choose a subject from another group. Students can complete the requirements of Group 6 by choosing an additional sciences, individuals and societies, or languages course, instead of a course in the arts.

INDIVIDUALS AND SOCIETIES We offer a choice from History, Geography, Economics, Psychology or Business Management within Group 3. All subjects are offered at Higher or Standard Level.

*Subject to demand and timetable constrains

11

ASSESSMENT REQUIREMENTS THE IB HAVE CLEAR REGULATIONS RELATING TO THE REQUIREMENTS FOR THE IB DIPLOMA. Candidates must complete a course of study from each of the six subject groups. ▶ Three of the six subjects must be at higher level and three at standard level. ▶ Achieve a minimum total of 24 points out of a maximum total of 45, having also met a number of other criteria, including at least 12 points at HL. ▶ Submit a passing Extended Essay in one of the subjects of the IB Curriculum or in World Studies. ▶ Complete a course in Theory of Knowledge. ▶ Complete all CAS (Creativity, Activity and Service) requirements.

ASSESSMENT Each of the six subjects is graded on a scale of 1 (minimum) to 7 (maximum). Grades reflect attainment of knowledge and skills

relative to standards applied equally to all schools. Top grades are not, for example, awarded to a fixed percentage of students.

A range of assessment methods are used to value both the content and the process of academic achievement and to take into account different learning styles and cultural patterns. Assessment of learning is both internal and external.

All subject teachers are trained by the International Baccalaureate (IB) to administer and mark internally assessed tasks (IAs). These internal assessments are sent to the IB and moderated by external assessors.

Internal assessments include mathematical explorations, oral language presentations, fieldwork assignments and practical/ investigative work.

External assessment include essays, written examinations, long and short

12

responses, data-based questions, essays and multiple-choice questions.

Responsibility for all academic judgements about the quality of candidates’ work rests with the IB examiners around the world, led by chief examiners with international authority.

RIGOUR Each year approximately 80% of candidates worldwide succeed in earning their IB Diploma. At The British School Warsaw, we pride ourselves on our significantly higher success rate. While the IB Diploma is academically rigorous, it is not an elitist course designed only for high achievers. It is academically challenging but it also rewards hard work. All TBSW students can obtain the IB Diploma, provided they are conscientious, manage their time well and engage fully with the programme.

FROM IB TO UNIVERSITY THE IB DIPLOMA GRADUATES GAIN ADMISSION TO SELECTIVE UNIVERSITIES THROUGHOUT THE WORLD. These include top-ranking European, American and Asian institutions such as Oxford, Cambridge, Yale and the Sorbonne in addition to prestigious universities in Latin America and the Asia/ Pacific region. Formal agreements exist between the IB and many ministries of education and private institutions. Some colleges and universities may offer advanced standing or course credit to students with strong IB results.

Diploma as soon as possible.

Subject choice and level of study must be chosen with university requirements in mind, taking into account the strengths of the student. Students who study only a part of the Diploma Programme, without covering the requirements of the full Diploma Programme, will be awarded subject “Certificates”.

These may still allow students to obtain a place at some universities.

It is important that individual students ascertain precisely the requirements of their chosen university with regard to the IB

The UK

The USA

University of Cambridge University of Oxford Imperial College London London School of Economics University of the Arts London University College London Kings College London University of Bath University of Birmingham, University of Bristol Durham University University of Edinburgh University of Glasgow Kent University Loughborough University University of Manchester University of St Andrews University of Warwick

Princeton University Columbia University Cornell University Boston University NYU Parsons School of Design University of Southern California Washington University Yale University

Canada University of British Columbia McGill University University of Toronto

International Christian University (Japan) NYU Abu Dhabi

Europe University of Vienna Sorbonne University École Polytechnique Fédérale de Lausanne University of Leiden University of Maastricht University of Utrecht Eindhoven University of Technology University of Barcelona

Poland

Asia & Africa University of Sydney Cape Town University University of Hong Kong Yonsei University (Korea)

13

University of Warsaw Warsaw Medical University Warsaw School of Economics Jagiellonian University

CURRICULUM SUBJECTS

14

GROUP 1

Language A: Literature (Polish or School Supported Self-Taught) AIMS

ASSESSMENT

In the Language A: Literature course students will learn about the various manifestations of literature as a powerful mode of writing across cultures and throughout history. They will explore and develop an understanding of factors that contribute to the production and reception of literature, such as: ▶ The creativity of writers and readers. ▶ The nature of the interaction with the writers’ and readers’ respective contexts and with the literary tradition. ▶ The ways in which language can give rise to meaning and/or effect. ▶ The performative and transformative potential of literary creation and response.

ASSESSMENT OBJECTIVES Know, understand and interpret a range of texts and critically evaluate the contexts in which they are written.

Analyse and evaluate the use of language and meaning and the relationships among different texts Communicate ideas in a clear, logical and persuasive way.

ASSESSMENT Assessment is both oral and written, with the latter involving both formal examination and coursework.

CONTENT

STANDARD LEVEL

Students will learn to understand the aesthetic nature of literature and come to see that literary texts are a powerful means to express individual thoughts and feelings, and that their own perspectives as experienced readers are integral to the effect of a literary text.

▶ Paper 1 – 35% Guided literary analysis 1 hour and 15 minutes ▶ Paper 2 – 35% Comparative essay 1 hour and 45 minutes

RECOMMENDED ENTRY REQUIREMENTS

▶ Internal Assessment – 30% Individual oral 15 minutes

The reading demands of the course are high and students should have a genuine interest in literature along with an enjoyment of reading and a desire to do so across a range of different texts.

Students choosing to study their native language as SSST course must prove fluency in this language, that they have studied the language at school recently, and that they found a tutor to help them in their studies.

Language A: Literature SSST is available at SL level only HIGHER LEVEL (Polish only, not available for SSST languages) ▶ Paper 1 – 35% Guided literary analysis 2 hours and 15 minutes ▶ Paper 2 – 25% Comparative essay 1 hour and 45 minutes ▶ Higher Level Essay – 20% (on one literary text) ▶ Internal Assessment – 20% Individual oral 15 minutes

15

GROUP 1

Language A: Language and Literature (English) AIMS

ASSESSMENT

In the English: Language and Literature course students will: ▶ Engage with a range of texts, in a variety of media and forms, from different periods, styles and cultures. ▶ Develop skills in listening, speaking, reading, writing, viewing, presenting and performing. ▶ Develop skills in interpretation, analysis and evaluation. ▶ Develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings. ▶ Develop an understanding of the relationships between studies in language and literature and other disciplines. ▶ Communicate and collaborate in a confident and creative way. ▶ Foster a lifelong interest in enjoyment of language and literature.

ASSESSMENT OBJECTIVES Students will demonstrate that they know, understand and interpret a range of texts and critically evaluate the contexts in which they are written.

They will analyse and evaluate the use of language and meaning and the relationships among different texts.

They will communicate ideas in a clear, logical and persuasive way.

ASSESSMENT Assessment is both oral and written, with the latter involving both formal examination and coursework.

STANDARD LEVEL ▶ Paper 1 - 35% Guided literary analysis 1 hour and 15 minutes

CONTENT 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.

▶ Paper 2 - 35% Comparative essay 1 hour and 45 minutes ▶ Internal Assessment - 30% Individual oral 15 minutes

RECOMMENDED ENTRY REQUIREMENTS

HIGHER LEVEL (not available for SSST languages)

The reading demands of the course are high and students should have a genuine interest in literature along with an enjoyment of reading and a desire to do so across a range of different texts. Ideally, students joining this course will have studied English Literature at GCSE or IGCSE level, whilst those wishing to undertake the course at the Higher Level should have attained at least a ‘B’ grade pass at IGCSE.

▶ Paper 1 - 35% Guided literary analysis 2 hours and 15 minutes ▶ Paper 2 - 25% Comparative essay 1 hour and 45 minutes ▶ Higher Level Essay – 20% (on one literary text) ▶ Internal Assessment – 20% Individual oral 15 minutes

16

GROUP 2

Language B*: English, French, German, Spanish AIMS

ASSESSMENT

The aims of the language B programme are to: ▶ enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes and situations. ▶ provide a linguistic base for further study, work and leisure. ▶ offer insights into the culture where the studied language is used. ▶ develop awareness of the role of language in relation to other areas of knowledge. ▶ provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language.

ASSESSMENT OBJECTIVES

CONTENT

STANDARD LEVEL

Students will demonstrate that they know, understand and interpret a range of texts and critically evaluate the contexts in which they are written. They will analyse and evaluate the use of language and meaning and the relationships among different texts. Students will demonstrate that they are able to communicate ideas in a clear, logical and persuasive way.

ASSESSMENT Assessment is both oral and written.

▶ Paper 1 (1 hour 15 minutes) 25%

Language B is a foreign language-learning programme designed for study at Higher or Standard Level by students with previous experience of learning the language. The main focuses of the programme are language acquisition and development. Students will be assessed on their ability to:

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 ▶ Paper 2 (1 hour 45 minutes) 50%

▶ communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding.

Receptive skills—separate sections for listening and reading 50%

▶ use language appropriate to a range of interpersonal and/or cultural contexts.

Listening comprehension (45 minutes)

▶ understand and use language to express and respond to a range of ideas with accuracy and fluency.

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

Reading comprehension (1 hour)

▶ Internal assessment 25%

▶ understand, analyse, and respond to a range of written and spoken texts.

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

There are five prescribed themes addressed over the course of the two years: Identities, Experiences, Human Ingenuity, Social Organisation and Sharing the Planet. Each theme is further broken down into subtopics. At Higher Level students are required to study 2 works of literature as part of the course.

Individual oral assessment A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme.

HIGHER LEVEL ▶ Paper 1 (1 hour 30 minutes) 25%

RECOMMENDED ENTRY REQUIREMENTS

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.

The programme meets the needs of students who have already studied French, German or Spanish for between two to five years immediately prior to the beginning of their IBDP course. Students with limited learning experience of these languages or those with no previous learning experience, but who speak the language, may be able to follow the Language B course at Standard level. We would recommend that pupils who have gained at least a B grade, or above, at IGCSE follow this course. Higher Level students are required to display deeper understanding and application than Standard Level students, as well as studying two works of literature.

▶ Paper 2 (2 hours) 50% Receptive skills—separate sections for listening and reading 50% Listening comprehension (1 hour) Reading comprehension (1 hour) Comprehension exercises on three audio passages and three written texts, drawn from all five themes. ▶ Internal assessment 25% 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.

*Subject to demand and timetable constrains

17

GROUP 2

Language ab initio*: French, German, Spanish, Russian (SL only) AIMS

ASSESSMENT

Ab Initio is a Latin phrase that means “from the beginning”, therefore in this context it is the study of a language for students with no prior knowledge. By the end of the Ab Initio course, students will be able to communicate in a variety of everyday situations.

They will be able to understand and use the essential spoken and written forms of the language in a limited range of situations and become aware of elements of the cultures to which the language belongs. The specific aims are to:

ASSESSMENT OBJECTIVES Students will demonstrate that they know, understand and interpret a range of texts and critically evaluate the contexts in which they are written. They will analyse and evaluate the use of language and meaning and the relationships among different texts.

Students will demonstrate that they are able to communicate ideas in a clear, logical and persuasive way.

▶ study a new foreign language in two years in order to be able to communicate with those who speak that language.

ASSESSMENT Assessment is both oral and written.

▶ learn how to read and write and communicate in the new language in order to cope with every day, practical situations relating to work, holidays and social life.

STANDARD LEVEL ▶ Paper 1 (1 hour) 25% 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. ▶ Paper 2 (1 hour 45 minutes) 50% Receptive skills—separate sections for listening and reading 50% Listening comprehension (45 minutes) 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.

▶ gain insight into the countries and cultures here the language studied is spoken.

CONTENT There are five prescribed themes addressed over the course of the two years: Identities, Experiences, Human Ingenuity, Social Organisation and Sharing the Planet. Each theme is further broken down into subtopics.

RECOMMENDED ENTRY REQUIREMENTS Students will study a language at this level if they have very little or no formal learning in the language.

Students will not have an IGCSE or any other, similar qualification in the language. The option is designed to allow students to take up a new language assuming no prior knowledge, therefore it is not suitable for those who already have a reasonable command of the language.

*Subject to demand and timetable constrains

18

GROUP 3

History AIMS

ASSESSMENT

The aims of the history course at standard level and higher level are to enable students to: ▶ Aquire and understand historical knowledge in breadth and in depth and from different cultures. ▶ Develop appreciation and understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations. ▶ Develop international awareness and understanding of people living in a variety of places at different times. ▶ Develop a better understanding of the present through an understanding of the past. ▶ Develop an ability to use and communicate historical knowledge and understanding. ▶ Develop a lasting interest in history.

ASSESSMENT OBJECTIVES Students will be assessed in their knowledge and understanding, applications and analysis, and synthesis and evaluation as well as their use and application of historical skills.

Across their examination papers and internal assessment, they will need to demonstrate their ability to use sources in the manner of an historian.

ASSESSMENT Assessment is written and involves both formal examinations and coursework.

CONTENT

STANDARD LEVEL ▶ Paper 1 – 30% Source based Paper 1 hour ▶ Paper 2 – 45% Essay paper based on two of the 12 World History topics 1 hour 30 minutes. ▶ Internal Assessment – 25% Students complete a historical investigation into a topic of their choice.

All students study: ▶ The move to global war – military expansionism in Japan, Germany and Italy 1931–1941 ▶ Authoritarian states (20th century) ▶ The Cold War: Superpower tensions and rivalries (20th century) Higher Level Options ▶ European states in the inter-war years (1918–1939) ▶ Imperial Russia, revolution and the establishment of the Soviet Union (1855–1924) ▶ The Soviet Union and post-Soviet Russia (1924–2000) ▶ Regional Option Historical Investigation: Individual Student Choice

HIGHER LEVEL (not available for SSST languages)

RECOMMENDED ENTRY REQUIREMENTS

▶ Paper 1 – 20% Source based Paper 1 hour

Students should have a love of History, an ability to write in a structured and fluent fashion, be capable of conducting independent research and skilled in the evaluation and interpretation of source material.

▶ Paper 2 – 25% Essay paper based on two of the 12 World History topics 1 hour 30 minutes. ▶ Paper 3 – 35% Essay paper – students select and answer 3 questions. 2 hours 30 minutes. ▶ Internal Assessment – 20% Students complete a historical investigation into a topic of their choice.

19

GROUP 3

Geography AIMS

ASSESSMENT

The aims of the geography course at standard level and higher level are to enable students to: ▶ Develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales. ▶ Develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues. ▶ Understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.

ASSESSMENT OBJECTIVES Students will be assessed on demonstrating knowledge and understanding of specified content, demonstrating application and analysis of knowledge and understanding, demonstrating synthesis and evaluation, and in selecting, using and applying a variety of appropriate skills and techniques.

ASSESSMENT Students will be assessed during the course when researching and writing a piece of fieldwork, and in sitting end of course examinations.

CONTENT Topics studied include: Changing Populations; Global Climate – Vulnerability and Resilience; Global Resource Consumption and Security. Additional higher level topics studied are Power, Places, and Networks; Human Development and Diversity; Global Risks and Resilience. Optional topics studied (two at standard level, three at higher level): Freshwater – Drainage Basins; Oceans and Coastal Margins; Extreme Environments; Geophysical Hazards; Leisure; Tourism and Sport; The Geography of Food and Health; Urban Environments.

STANDARD LEVEL Candidates sit two end of course external examinations: ▶ Paper 1 – 35% “Geographic Themes” – The ‘Options’ Paper (SL students study two topics) ▶ Paper 2 – 40% “Geographic Perspectives – global change” The ‘Core’ paper (SL study Units 1, 2, 3) ▶ Internal assessment – 25% Internal assessment is an integral part of the geography course. Students undertake one investigation related to a specific theme through fieldwork.

RECOMMENDED ENTRY REQUIREMENTS The normal preparation for this IB course is IGCSE geography. However, it is more important that candidates have a genuine interest in the subject and are keen to develop as geographers.

HIGHER LEVEL Candidates sit three end of course external examinations ▶ Paper 1 – 35% “Geographic Themes” – The Options Paper (HL students study three topics): worth 35% ▶ Paper 2 – 25% “Geographic Perspectives – global change” – The ‘Core paper’ (Units 1, 2, 3) ▶ Paper 3 – 20% “Geographic Perspectives – global interactions” – The ‘Higher Core paper’ (Units 4, 5, 6)’ ▶ Internal assessment – 20% Internal assessment is an integral part of the geography course. Students undertake one investigation related to a specific theme through fieldwork.

20

GROUP 3

Economics AIMS

ASSESSMENT

The aims of the economics course at SL and HL are to enable students to: ▶ Develop a critical understanding of a range of economic theories, models, ideas and tools in the areas of microeconomics, macroeconomics and the global economy. ▶ Apply economic theories, models, ideas and tools and analyse economic data to understand and engage with real-world economic issues and problems facing individuals and societies. ▶ Develop a conceptual understanding of individuals’ and societies’ economic choices, interactions, challenges and consequences of economic decisionmaking.

ASSESSMENT OBJECTIVES Students will be assessed on demonstrating knowledge and understanding of specified content, demonstrating application and analysis of knowledge and understanding, demonstrating synthesis and evaluation, and in selecting, using and applying a variety of appropriate skills and techniques.

ASSESSMENT Students will be assessed during the course when researching and writing portfolio of commentaries and in sitting end of course examinations.

CONTENT

STANDARD LEVEL ▶ Paper 1 – 30% An extended response paper 1 hour 15 minutes ▶ Paper 2 – 40% A data response paper 1 hour 45 minutes ▶ Internal Assessment – 30% Students produce a portfolio of three commentaries, based on different units of the syllabus and on published extracts from the news media. Each of the three commentaries should use a different key concept as a lens through which to analyse the published extracts.

There are nine key concepts in the new course: scarcity, choice, efficiency, equity, economic wellbeing, sustainability, change, independence and intervention. Integrated subtopics of Economics of the environment, Economics of inequality and poverty help to bring to light the main global challenges facing planet today and how these can be addressed using Economics lens.

Economics is studies through the four topics of: 1. Introduction to Economics 2. Microeconomics 3. Macroeconomics 4. Global economy

HIGHER LEVEL

RECOMMENDED ENTRY REQUIREMENTS

▶ Paper 1 – 20% An extended response paper

No prior experience or study of Economics is required.

A good IGCSE grade in English and Mathematics is required, along with a keen interest in global issues.

1 hour 15 minutes ▶ Paper 2 – 30% A data response paper 1 hour 45 minutes ▶ Paper 3 – 30% A policy paper including both quantitative and qualitative questions.

1 hour ▶ Internal Assessment – 20% Students produce a portfolio of three commentaries, based on different units of the syllabus and on published extracts from the news media. Each of the three commentaries should use a different key concept as a lens through which to analyse the published extracts.

21

GROUP 3

Psychology AIMS

ASSESSMENT

The aims of the Psychology course at both Higher and Standard level are to enable students to: ▶ Develop an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour. ▶ Apply an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour to at least one applied area of study. ▶ Understand diverse methods of inquiry. ▶ Understand the importance of ethical practice in psychological research in general and observe ethical practice in their own inquiries. ▶ Ensure that ethical practices are upheld in all psychological inquiry and discussion. ▶ Develop an awareness of how psychological research can be applied to address real-world problems and promote positive change.

ASSESSMENT OBJECTIVES Students will be assessed on demonstrating knowledge and understanding of specified content, demonstrating application and analysis of knowledge and understanding, demonstrating synthesis and evaluation, and in selecting, using and applying a variety of appropriate skills and techniques.

ASSESSMENT Students will be assessed during the course when researching and writing a report on an experimental study undertaken by the student, and in sitting end of course examinations.

STANDARD LEVEL Candidates sit two end of course external examinations: ▶ Paper 1 – 50% Three short-answer questions on the core approaches to psychology plus one essay from a choice of three on the biological, cognitive and sociocultural approaches to behaviour.

2 hours ▶ Paper 2 – 25% One question from a choice of three on one option 1 hour ▶ Internal assessment – 25% Experimental study: A report on an experimental study undertaken by the student.

CONTENT Students will learn: The biological approach to understanding behaviour; The cognitive approach to understanding behaviour; The sociocultural approach to understanding behaviour.

Students will study the following options to deepen their knowledge of the Psychology concepts: Abnormal psychology; Developmental psychology; Health psychology; Psychology of human relations.

RECOMMENDED ENTRY REQUIREMENTS No prior experience or study of psychology is required; good GCSE attainment in English and Mathematics is desirable along with a keen interest in psychology.

HIGHER LEVEL Candidates sit three end of course external examinations: ▶ Paper 1 – 40% Three short-answer questions on the core approaches to psychology and one essay from a choice of three on the biological, cognitive and sociocultural approaches to behaviour.

2 hours ▶ Paper 2 – 20% Two questions; one from a choice of three on each of two options.

2 hours ▶ Paper 3 – 20% Three short-answer questions from a list of six static questions on approaches to research 1 hour ▶ Internal Assessment – 20% Experimental study: A report on an experimental study undertaken by the student.

22

GROUP 3

Business Management AIMS

The aims of the Business Management course at SL and HL are to enable students to: ▶ Encourage a holistic view of the world of business. ▶ Empower students to think critically and strategically about individual and organizational behaviour. ▶ Promote the importance of exploring business issues from different cultural perspectives. ▶ Enable the student to appreciate the nature and significance of change in a local, regional, and global context. ▶ Promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organizations. ▶ Develop an understanding of the importance of innovation in a business environment.

CONTENT Students will study: Business Organisation and Environment; Human Resource Management; Finance and Accounts; Marketing and Operations Management.

Key concepts that underpin the course are: Change; Culture; Ethics; Globalisation; Innovation and Strategy.

RECOMMENDED ENTRY REQUIREMENTS No prior experience or study of business is required; good IGCSE attainment in English and Mathematics is desirable along with a keen interest in the world of business.

ASSESSMENT ASSESSMENT OBJECTIVES Students will be assessed on demonstrating knowledge and understanding of specified content, demonstrating application and analysis of knowledge and understanding, demonstrating synthesis and evaluation, and in selecting, using and applying a variety of appropriate skills and techniques.

ASSESSMENT (First Assessment 2024) The students are assessed on end of year examinations and an internal assessment comprising of an written commentary for standard level, or a research project for higher level.

STANDARD LEVEL ▶ Paper 1 – 35% Based on a pre-released statement that specifies the context and background for the unseen case study 1 hour 30 minutes ▶ Paper 2 – 35% Based on unseen stimulus material with a quantitative focus 1 hour 30 minutes ▶ Internal Assessment – 30% Students produce a research project about a real business issue or problem facing a particular organization using a conceptual lens. Maximum 1,800 words. (25 marks) HIGHER LEVEL ▶ Paper 1 – 25% Based on a pre-released statement that specifies the context and background for the unseen case study.

1 hour 30 minutes ▶ Paper 2 – 30% Based on unseen stimulus material with a quantitative focus.

1 hour 45 minutes ▶ Paper 3 – 25% Based on unseen stimulus material about a social Enterprise.

1 hour 15 minutes ▶ Internal Assessment – 20% Students produce a research project about a real business issue or problem facing a particular organisation using a conceptual lens. Maximum 1,800 words. (25 marks)

GROUP 4

Chemistry

ASSESSMENT ASSESSMENT OBJECTIVES Assessment requires students to demonstrate knowledge, understanding, and application of facts, concepts, and terminology; methodologies and techniques and communicating scientific information. Students are required to analyse and evaluate scientific methodologies, techniques, hypotheses, data, and explanations; and demonstrate appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

AIMS

Through the overarching theme of the nature of science, the aims of the DP chemistry course enable students 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 analyze, 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 (including digital literacy). ▶ 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.

ASSESSMENT Students are assessed through end of year exams in year 13, as well as through a student led laboratory practical /secondary data collection, and analysis.

STANDARD LEVEL Candidates sit two end of course external examinations ▶ Paper 1 – 36% Paper 1A: Multiple-choice questions Paper 1B: Data-based questions (four questions that are syllabus related, addressing all themes) 90 minutes ▶ Paper 2 – 44% Data-based and short-answer questions Extendedresponse questions 90 minutes ▶ Internal assessment – 20% Laboratory practical /secondary data collection and analysis.

The scientific investigation is an open ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

CONTENT During the first year of the course, students learn about stoichiometric relationships, atomic structure, periodicity, chemical bonding & structure, thermochemistry, chemical kinetics, acids and bases, redox, organic chemistry, experimental techniques, measurement and data processing and Internal assessment. Students are introduced to the Internal Assessment, which can be a laboratory practical or secondary data analysis of their choosing.

Candidates sit two end of course external examinations ▶ Paper 1 – 36% Paper 1A: Multiple-choice questions

In the second year of the course, students learn about chemical equilibrium, acids and bases, redox processes, organic chemistry, measurement & analysis and experimental techniques.

Paper 1B: Data-based questions (four questions that are syllabus related, addressing all themes) 120 minutes ▶ Paper 2 – 44% Data-based and short-answer questions Extendedresponse questions

RECOMMENDED ENTRY REQUIREMENTS

150 minutes ▶ Internal assessment – 20%

A grade ‘B’ in IGCSE Coordinated Science, IGCSE Chemistry or the equivalent alongside a grade ‘B’ in mathematics IGCSE.

Laboratory practical /secondary data collection and analysis.

The scientific investigation is an open ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

25

GROUP 4

Biology

ASSESSMENT ASSESSMENT OBJECTIVES The assessment objectives centre upon the nature of science. Assessment requires students to demonstrate knowledge, understanding, and application of facts, concepts, and terminology; methodologies and techniques and communicating scientific information. Students are required to analyse and evaluate scientific methodologies, techniques, hypotheses, data, and explanations; and demonstrate appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

AIMS

Biologists investigate the living world at all levels using many different approaches and techniques. The aims of this course is to: ▶ Introduce the opportunity for scientific study and creativity within global contexts to stimulate and challenge students. ▶ Enable students to apply and use a body of knowledge and methods/techniques which characterise science and technology. ▶ Develop an ability to analyse, evaluate and synthesise scientific information. ▶ Engender an awareness of the need for, and the value of effective collaboration and communication during scientific activities. ▶ Develop experimental and investigative scientific skills. ▶ Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology. ▶ Develop and apply information and communication technology skills in the study of science. ▶ 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.

STANDARD LEVEL Candidates sit two end of course external examinations ▶ Paper 1 – 36% Paper 1A: Multiple-choice questions Paper 1B: Data-based questions (four questions that are syllabus related, addressing all themes) 90 minutes ▶ Paper 2 – 44% Data-based and short-answer questions Extended-response questions 90 minutes ▶ Internal assessment – 20% Laboratory practical /secondary data collection and analysis.

The scientific investigation is an open ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

CONTENT During the first year of the course, students learn about cells, metabolism, molecular genetics, inheritance, ecology and photosynthesis. Students are introduced to the Internal Assessment, which can be a laboratory practical or secondary data analysis of their choosing.

HIGHER LEVEL Candidates sit two end of course external examinations ▶ Paper 1 – 36% Paper 1A: Multiple-choice questions Paper 1B: Data-based questions (four questions that are syllabus related, addressing all themes) 120 minutes ▶ Paper 2 – 44% Data-based and short-answer questions Extended-response questions 150 minutes ▶ Internal assessment – 20% Laboratory practical /secondary data collection and analysis.

The scientific investigation is an open ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

In the second year of the course, students learn about plant biology, evolution and biodiversity, human physiology and animal physiology Some of these topics are covered by all students, some are Higher Level only and some are Standard Level only. Many are part of the Subject Specific Core while others are specific to HL studies.

RECOMMENDED ENTRY REQUIREMENTS A grade ‘B’ in IGCSE Coordinated Science, IGCSE Biology or the equivalent alongside a grade ‘B’ in mathematics IGCSE.

26

GROUP 4

Physics ASSESSMENT ASSESSMENT OBJECTIVES

AIMS

Through studying Physics, students become familiar of the ways that scientists work and communicate with each other. There is the emphasis on a practical approach through experimental work. The aims of this course is to: ▶ Introduce the opportunity for scientific study and creativity within global contexts to stimulate and challenge students. ▶ Enable students to apply and use a body of knowledge and methods/techniques which characterise science and technology. ▶ Develop an ability to analyse, evaluate and synthesise scientific information. ▶ Engender an awareness of the need for, and the value of effective collaboration and communication during scientific activities. ▶ Develop experimental and investigative scientific skills. ▶ Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology. ▶ Develop and apply information and communication technology skills in the study of science. ▶ 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.

CONTENT Students learn the following topics: Measurements and uncertainties; Mechanics; Thermal physics; Waves; Electricity and magnetism; Circular motion and gravitation; Atomic, Nuclear and particle physics; Energy production; Wave phenomena; Fields; Electromagnetic induction; Quantum and nuclear physics; Astrophysics.

RECOMMENDED ENTRY REQUIREMENTS A grade ‘B’ in IGCSE Coordinated Science, IGCSE Physics or the equivalent alongside a grade ‘B’ in mathematics IGCSE.

The assessment objectives centre upon the nature of science. Assessment requires students to demonstrate knowledge, understanding, and application of facts, concepts, and terminology; methodologies and techniques and communicating scientific information. Students are required to analyse and evaluate scientific methodologies, techniques, hypotheses, data, and explanations; and demonstrate appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

STANDARD LEVEL Candidates sit two end of course external examinations ▶ Paper 1 – 36% Paper 1A: Multiple-choice questions Paper 1B: Data-based questions (four questions that are syllabus related, addressing all themes) 90 minutes ▶ Paper 2 – 44% Data-based and short-answer questions Extended-response questions 90 minutes ▶ Internal assessment – 20% Laboratory practical /secondary data collection and analysis.

The scientific investigation is an open ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

HIGHER LEVEL ▶ Paper 1 – 36% Paper 1A: Multiple-choice questions Paper 1B: Data-based questions (four questions that are syllabus related, addressing all themes) 120 minutes ▶ Paper 2 – 44% Data-based and short-answer questions Extended-response questions 150 minutes ▶ Internal assessment – 20% Laboratory practical /secondary data collection and analysis.

The scientific investigation is an open ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

GROUP 4

Computer Science AIMS

ASSESSMENT

The aims of the Computer Science course are to: ▶ 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. ▶ Provide a body of knowledge, methods and techniques that characterize Computer Science. ▶ Enable students to apply and use a body of knowledge, methods and techniques that characterize Computer Science. ▶ Demonstrate initiative in applying thinking skills critically to identify and resolve complex problems. ▶ Engender an awareness of the need for, and the value of, effective collaboration and communication in resolving complex problems. ▶ Develop logical and critical thinking as well as experimental, investigative and problem-solving skills. ▶ Develop and apply the students’ information and communication technology skills in the study of Computer Science to communicate information confidently and effectively.

ASSESSMENT OBJECTIVES The assessment objectives centre upon the nature of science. Assessment requires students to demonstrate knowledge, understanding, and application of facts, concepts, and terminology; methodologies and techniques and communicating scientific information. Students are required to analyse and evaluate scientific methodologies, techniques, hypotheses, data, and explanations; and demonstrate appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

ASSESSMENT Students are assessed through end of year exams in year 13, as well as a programming project using skills learned during the course.

STANDARD LEVEL ▶ Paper 1 – 45% Computer Science Theory

CONTENT

1 hour 30 minutes

The SL course focuses on four fundamental theory topics: project management, hardware, networking and programming. The HL course has three additional components: data structures, operating systems and control systems. Most of the course programming will be completed using Python or Javascript, with an emphasis on developing modern web apps. There is also an exam paper on database technology.

▶ Paper 2 – 25% Object Oriented Programming 1 hour ▶ Internal assessment – 30% Solution: Students should undertake a challenging task using appropriate techniques to showcase their algorithmic thinking and organisational skills.

RECOMMENDED ENTRY REQUIREMENTS

HIGHER LEVEL

Previous study of Computer Science is not essential, but programming experience is an advantage.

Computer Science Theory

▶ Paper 1 – 40% 2 hours 10 minutes

The study of Computer Science at Higher Level demands a high level of problem-solving skills and the ability to understand and manipulate abstract concepts. Grade ‘B’ or above in mathematics IGCSE is strongly recommended.

▶ Paper 2 – 20% Object Oriented Programming 1 hour 20 minutes ▶ Paper 3 – 20% Case study 1 hour ▶ Internal Assessment – 20% Solution: Students should undertake a challenging task using appropriate techniques to showcase their algorithmic thinking and organisational skills.

28

GROUP 4

Environmental Systems and Societies (ESS)* Environmental Systems and Societies (ESS) is an interdisciplinary course offered at both Standard Level and Higher Level. ESS is firmly grounded in a scientific approach through explorations of environmental systems.

Students also acquire understandings and methods to study sustainability issues within social, cultural, economic, political, and ethical contexts.

ASSESSMENT OBJECTIVES The assessment objectives centre upon the nature of science. Assessment requires students to demonstrate knowledge, understanding, and application of facts, concepts, and terminology; methodologies and techniques and communicating scientific information. Students are required to analyse and evaluate scientific methodologies, techniques, hypotheses, data, and explanations; and demonstrate appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

AIMS ESS aims to empower and equip students to: ▶ develop understanding of their own environmental impact, in the broader context of the impact of humanity on the Earth and its biosphere ▶ develop knowledge of diverse perspectives to address issues of sustainability appreciate the dynamic interconnectedness between environmental systems and societies

ASSESSMENT Students are assessed through end of year exams in year 13, as well as through a student led laboratory practical / secondary data collection, and analysis.

▶ engage and evaluate the tensions around environmental issues using critical thinking

STANDARD LEVEL

▶ develop a systems approach that provides a holistic lens for the exploration of environmental issues

Candidates sit two end of course external examinations. ▶ Paper 1 Duration: 1 hour Weighting: 25% (case study) ▶ Paper 2 Duration: 2 hours Weighting: 50% (Short-answer and structured essays)

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

CONTENT During the first year of the course, students learn about foundations of environmental systems & societies, ecology, biodiversity & conservation, and water & aquatic food production systems. Students are also introduced to the Internal Assessment in the first year. The Internal Assessment is an opportunity for the students to design a piece of research. This research can be a laboratory practical or secondary data analysis of their choosing.

▶ Internal assessment – 25% Laboratory practical /secondary data collection and analysis.

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.

Whilst the second year of the course consolidates these topics with the further study of soil systems & terrestrial food production systems and societies, atmospheric systems & societies, climate change & energy production and human systems and resource use. Experimental techniques, measurement and data processing are integrated and interwoven throughout the two years.

HIGHER LEVEL Candidates sit two end of course external examinations.

The HL course has three lenses that it applying to the topics above – environmental law, environmental and ecological economics, and environmental ethics.

This allows student to make more connections between diverse areas of the syllabus, resulting in increased networked knowledge and a comprehensive understanding of the complexities of environmental issues as well as possible strategies, solutions and management.

▶ Paper 1 Duration: 2 hours Weighting: 30% (case study) ▶ Paper 2 Duration: 2.5 hours Weighting: 50% (Short-answer and structured essays) ▶ Internal assessment – 20%

RECOMMENDED ENTRY REQUIREMENTS

Laboratory practical /secondary data collection and analysis.

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.

A good grade in IGCSE Coordinated Science and Mathematics are desirable along with a keen interest in environmental science issues.

*Level offered (SL or HL and SL) subject to demand and timetable constrains

29

GROUP 4

Sport, Exercise and Health Science

ASSESSMENT ASSESSMENT OBJECTIVES The assessment objectives centre upon the nature of science related to sport. Assessment requires students to demonstrate knowledge, understanding, and application of facts, concepts, and terminology; methodologies and techniques and communicating scientific information. Students are required to analyse and evaluate scientific methodologies, techniques, hypotheses, data, and explanations; and demonstrate appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

AIMS The Diploma Programme course in Sports, Exercise and Health Science involves the study of the science that underpins physical performance and provides the opportunity to apply these principles. This is a GROUP 4 course and incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology, and nutrition, which are studied in the context of sport, exercise, and health. Students will cover a range of core and option topics and carry out practical (experimental) investigations in both laboratory and field settings. This will provide 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 dimension and ethics by considering sport, exercise, and health relative to the individual and in a global context.

ASSESSMENT Students are assessed through end of year exams in year 13, as well as through a student led practical or secondary data collection, and analysis.

CONTENT

Students study six compulsory components at standard and higher level: Anatomy; Exercise Physiology; Energy Systems; Movement Analysis; Skill in Sport; Measurement and Evaluation of Human Performance. Standard level students study two of several optional components: Optimizing Physiological Performance and Physical Activity and Health.

STANDARD LEVEL ▶ Paper 1 – 36% Multiple choice paper and Data-based questions on experimental work 1 hour 30 minutes ▶ Paper 2 – 40% Long answer questions on the 6 compulsory units of the course 1 hour 30 minutes ▶ Internal Assessment – 24% Individual investigation including data collection and analysis.

Students study a further seven components at higher level: Further Anatomy; The Endocrine System; Fatigue; Friction and Drag; Skill Acquisition and Analysis; Genetics and Athletic Performance; Exercise and Immunity. Higher level students study two of several optional components: Optimizing Physiological Performance and Physical Activity and Health.

HIGHER LEVEL ▶ Paper 1 – 36% Multiple choice paper and Data-based questions on experimental work 1 hour 45 minutes ▶ Paper 2 – 40% Long answer questions on the 13 compulsory units of the course 2 hours 30 minutes ▶ Internal Assessment – 24% Individual investigation including data collection

RECOMMENDED ENTRY REQUIREMENTS A grade ‘B’ in IGCSE Coordinated Science, IGCSE Chemistry or the equivalent alongside a grade ‘B’ in mathematics IGCSE.

30

31

GROUP 5

Mathematics: Applications and Interpretations (A&I) AIMS

ASSESSMENT

It is the intention of the Diploma Programme Maths (A&I) course that students achieve the following objectives.

ASSESSMENT OBJECTIVES

▶ Enjoy mathematics, developing an appreciation of the elegance and power of mathematics.

Students will be assessed in their knowledge and understanding, problem solving, communication and interpretation, use of technology, reasoning, and inquiry approaches.

▶ Develop an understanding of the principles and nature of the subject.

ASSESSMENT

▶ Communicate clearly and confidently in a variety of contexts.

Assessment of students’ learning includes a mathematical exploration, and end of year examinations where students are required to answer questions using their calculators.

▶ Develop logical, critical and creative thinking, and patience and persistence in problem- solving. ▶ Employ and refine the power of abstraction and generalization.

STANDARD LEVEL ▶ Paper 1 – 40% Technology (GDC calculator) required, shortresponse questions.

1 hour 30 minutes ▶ Paper 2 – 40% Technology (GDC calculator) required, extended-response questions.

1 hour 30 minutes ▶ Internal assessment – 20% Mathematical exploration investigating an area of mathematics.

▶ Apply and transfer skills to alternative situations and other areas of knowledge. ▶ Appreciate how developments in technology and mathematics have influenced each other. ▶ Appreciate the moral, social and ethical implications arising from the application of mathematics. ▶ Appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives. ▶ Appreciate the contribution of mathematics to other disciplines, and as a particular area of knowledge in the TOK course.

CONTENT Students will learn the following topics over the two-year programme: Number and Algebra; Descriptive Statistics; Logic, Sets and Probability; Statistical Applications; Geometry and Trigonometry; Mathematical Models; Introductory Differential Calculus.

RECOMMENDED ENTRY REQUIREMENTS Students should have a good understanding of mathematical concepts demonstrated with a minimum grade C or 4 at IGCSE or equivalent.

32

GROUP 5

Mathematics: Analysis and Approaches (A&A) AIMS

ASSESSMENT

It is the intention of the Diploma Programme Maths (A&A) course that students achieve the following objectives.

ASSESSMENT OBJECTIVES

▶ Enjoy mathematics, developing an appreciation of the elegance and power of mathematics. ▶ Develop an understanding of the principles and nature of the subject. ▶ Communicate clearly and confidently in a variety of contexts. ▶ Develop logical, critical and creative thinking, and patience and persistence in problem-solving. ▶ Employ and refine the power of abstraction and generalization. ▶ Apply and transfer skills to alternative situations and other areas of knowledge. ▶ Appreciate how developments in technology and mathematics have influenced each other. ▶ Appreciate the moral, social and ethical implications arising from the application of mathematics. ▶ Appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives. ▶ Appreciate the contribution of mathematics to other disciplines, and as a particular area of knowledge in the TOK course.

CONTENT Students will study the following topics over the two-year programme: Number; Algebra; Functions; Geometry and Trigonometry; Statistics and Probability; Calculus. Additional higher-level sub-topics studied include Complex numbers; Proof by induction; Further trigonometric ratios; Vectors in 3D; Bayes Theorem; Differential equations, L’Hôpitals rule and Maclaurin Series.

RECOMMENDED ENTRY REQUIREMENTS

Students should have a good understanding of mathematical concepts demonstrated with a minimum grade A or 7 at IGCSE for Maths A&A SL, and a grade A* or grade 9 at IGCSE or for Maths A&A HL.

Problem solving is central to learning mathematics and involves the acquisition of mathematical skills and concepts in a wide range of situations, including nonroutine, open-ended and real-world problems. Having followed a DP mathematics course, students will be expected to recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts. They will need to recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems. Students will transform common realistic contexts into mathematics, use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems, construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions, and investigate unfamiliar situations.

ASSESSMENT Assessment of students’ learning includes a mathematical exploration, and end of year examinations where students are required to answer questions using their calculators.

STANDARD LEVEL ▶ Paper 1 – 40% No technology (GDC calculator) permitted, shortresponse and extended-response questions.

1 hour 30 minutes ▶ Paper 2 – 40% Technology (GDC calculator) required, short-response and extended-response questions.

1 hour 30 minutes ▶ Internal assessment – 20% Mathematical exploration investigating an area of mathematics.

HIGHER LEVEL ▶ Paper 1 – 30% No technology (GDC calculator) permitted, shortresponse and extended-response questions, 2 hours ▶ Paper 2 – 30% Technology (GDC calculator) required, short-response and extended-response questions, 2 hours ▶ Paper 3 – 20% Technology (GDC calculator) required, extendedresponse problem solving questions, 1 hour ▶ Internal Assessment – 20% Mathematical exploration investigating an area of mathematics.

33

34

GROUP 6

Visual Arts AIMS

ASSESSMENT

IB Visual Arts embraces a wide variety of expressive approaches. Students learn to investigate deeply and locate themselves within a historical/cultural context and to extend their use of materials and concepts beyond traditional boundaries. Both intellectual and emotional learning are developed through the study of Visual Art. While students are introduced to advanced processes and materials, the media they choose to use throughout the two years of the course is at their discretion. Through the investigation and experimental phases students discover the most appropriate media and approach. The course rapidly becomes very personal.

ASSESSMENT OBJECTIVES Assessment Objectives for each component: ▶ Comparative study: •

Identification and analysis of formal qualities

•

Analysis and understanding of function and purpose

•

Analysis and evaluations of cultural significance

•

Making comparisons and connections

•

Presentation and subject specific language

▶ Process Portfolio:

CONTENT The course encompasses a wide range of activities designed to encourage students to explore and discover new possibilities in the visual arts. Students develop ideas and themes for their studio work and refine their skills in the investigation workbook.

New art processes and concepts, the use of media, and learning research techniques that yield many possibilities for studio works are the driving force for work in the investigation journal. Gallery visits, drawings, experiments with materials and approaches, and historical and critical analysis are included.

Divergent and convergent strategies are employed.

•

Skills, techniques and processes

•

Critical investigation, communication of ideas and intentions

•

Reviewing, refining and reflecting

•

Presentation and subject specific language

▶ Exhibition:

In the studio, students develop an exciting and highly personal portfolio of work in preparation for their exhibition which takes place at the end of the course. The portfolio of work serves a second purpose for those who choose to attend post- secondary education in the visual arts: it is their university admissions portfolio.

•

Coherent body of work

•

Technical competence

•

Conceptual qualities

•

Curatorial practice

STANDARD & HIGHER LEVEL ▶ Comparative Study – 20% An in-depth study into three artworks and artists from different cultures and how their artwork and ideas compare to each other. ▶ Process Portfolio – 40% Digital journal where ideas, processes, developments, reflections and realizations are documented. ▶ Exhibition – 40% Studio pieces created for an exhibition that will comprise final resolutions made over two-year course.

RECOMMENDED ENTRY REQUIREMENTS Completion of IGCSE Art and Design course is helpful although not required. Assessment of artistic skills is required.

35

GROUP 6

Music AIMS

ASSESSMENT

The aims of the Music course at standard level and higher level are to enable students to:

ASSESSMENT OBJECTIVES Students will be assessed to identify information from academic and practical inquiry. They will present ideas, discoveries and learning in personalised and authentic ways by way of research, composition and performance.

▶ To experience and develop musical horizons through music from wide-ranging personal and cultural musical backgrounds, including the community around them. ▶ Evaluate and develop critical perspectives on their own music and the work of others. ▶ Explore a range of musical contexts and make links to, and between, different musical practices, conventions and forms of expression

ASSESSMENT There is no formal examination in this course.

A series of assessments throughout the first year of study will be based around the following areas of investigation:

▶ Engage with music technology. ▶ Connect theoretical studies to practical work to gain a deeper understanding of the music they engage with. ▶ Develop collaborative skills through the planning, preparation, performance and reflection of a muti media project (HL only)

CONTENT Students will explore music in context and learn how to engage with a diverse range of music. They will develop skills as researchers, creators and performers, students will learn to experiment with a range of musical material and stimuli from the areas of inquiry across local and global contexts. Students will have the opportunity to participate and engage in masterclasses and European Music festival. They will also collaborate with expert musicians from Juilliard and attend concerts, multimedia performances.

•

Music for sociocultural and political expression

•

Music for listening and performance

•

Music for dramatic impact, movement and entertainment

•

Music technology in the digital age.

STANDARD LEVEL ▶ Exploration Portfolio – 30% Written work to demonstrate engagement with, and understanding of, diverse musical material, along with practical exercises in creating and performing. ▶ Experimentation Report – 30% Rationale and commentary to support practical musical evidence of experimentation in creating and performing. ▶ Presenting Music – 40% Finished works in creating and performing, supported by programme notes.

RECOMMENDED ENTRY REQUIREMENTS The IB does stress that the study of music at IGCSE is not a prerequisite to access this newly designed IB music course, but you should be enthusiastic about the subject and can play a musical instrument or sing.

A minimum standard in musical performance will be required and assessed by the IB Music teacher.

HIGHER LEVEL ▶ Exploration Portfolio – 20% Written work to demonstrate engagement with, and understanding of, diverse musical material, along with practical exercises in creating and performing. ▶ Experimentation Report – 20% Rationale and commentary to support practical musical evidence of experimentation in creating and performing. ▶ Presenting Music – 30% Finished works in creating and performing, supported by programme notes. ▶ Multimedia Presentation – 30% Students document a real-life project, including the project proposal, process and evaluation, and the realised project.

36

37

IBDP CORE

38

IBDP CORE

Theory of Knowledge (TOK) AIMS

ASSESSMENT

Theory of Knowledge is an interdisciplinary course intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. ▶ To encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking that question ▶ To expose students to ambiguity, uncertainty and questions with multiple plausible answers ▶ To equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations ▶ To encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions ▶ To engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding ▶ To encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge ▶ To prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application, and communication of knowledge.

ASSESSMENT OBJECTIVES Assessment Objectives for each component: Having completed the TOK course, students should be able to: ▶ Demonstrate TOK thinking through the critical examination of knowledge questions. ▶ Identify and explore links between knowledge questions and the world around us. ▶ Identify and explore links between knowledge questions and areas of knowledge. ▶ Develop relevant, clear, and coherent arguments. ▶ Use examples and evidence effectively to support a discussion. ▶ Demonstrate awareness and evaluation of different points of view. ▶ Consider the implications of arguments and conclusions.

ASSESSMENT There are two assessment tasks in the TOK course.

1. The TOK exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is an internal assessment component; it is marked by the teacher and is externally moderated by the IB.

CONTENT The TOK course, a flagship element in the Diploma Programme, encourages critical thinking about knowledge to try to help young people make sense of what they encounter. Its core content poses questions such as: What counts as knowledge? How does it grow? What are its limits? Who owns knowledge?

What is the value of knowledge? What are the implications of having, or not having, knowledge?

2. The TOK essay engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge. The essay is an external assessment component; it is marked by IB examiners. The essay must be a maximum of 1,600 words and must be on one of the six prescribed titles issued by the IB for each examination session.

What makes TOK unique and different from standard academic disciplines is its process? At the centre of the course is the student as knower.

STANDARD & HIGHER LEVEL ▶ Part 1 – External Assessment: 67% Essay on a Prescribed Title (1200 – 1600 words) ▶ Part 2 – Internal Assessment: 33% TOK Exhibition – (knowledge-based description of three objects, 950 words in total)

In TOK, students have the opportunity to step back from the relentless acquisition of new knowledge in order to consider knowledge questions. The course encourages students to share ideas with others and to listen to and learn from what others think. In this process, students’ thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened.

RECOMMENDED ENTRY REQUIREMENTS Every IB Diploma candidate must study TOK.

39

IBDP CORE

Extended Essay AIMS

RECOMMENDED ENTRY REQUIREMENTS

Every IB Diploma candidate must submit an Extended Essay. This is defined as an in-depth study of a limited topic within a subject. The essay should be 4000 words in length and offers the student an opportunity to investigate a topic of special interest. The essay acquaints students with the independent research and writing skills expected at university.

Every IB Diploma candidate must submit an Extended Essay.

ASSESSMENT All Extended Essays are externally assessed by examiners appointed by the IB. Essays are graded according to how well candidates manage aspects of the process: their knowledge and understanding (of the topic, research question, subject area, research areas and approaches), application and analysis (of appropriate research and its effective, focused analysis), synthesis and evaluation (in the clear, reasoned expression of the overall arguments presented and to evaluate these and the research conducted) and the ability to present it all in an appropriate academic format.

CONTENT Students can choose a topic from one of the six subject groups or World Studies. Students at The British School Warsaw are directed to choose one of their higher level subjects where they have been studied skills and knowledge in their chosen subject at a great depth. Candidates should base their choice of subject on the level of personal interest that they have in that subject.

Students are taken through the process of their Extended Essay early in their Diploma Programme where they are introduced to different tools and databases with which they can research, as well as workshops in academic integrity and writing.

The assessment criteria are organised thus: ▶ Focus and method ▶ Knowledge and understanding ▶ Critical thinking ▶ Presentation ▶ Engagement

Each student has an Extended Essay supervisor – usually a teacher with knowledge or a special interest in that area. Supervisors may provide support with defining a suitable topic; formulating a precise research question; suggesting appropriate resources; techniques of gathering and analysing information/ evidence/data and documentation methods for acknowledging sources.

The results from Theory of Knowledge and Extended Essay are combined and points awarded using the following matrix:

EXTENDED ESSAY

THEORY OF KNOWLEDGE GRADE AWARDED

A

B

C

D

E OR N

A

3

3

2

2

FAILING CONDITION

B

3

2

2

1

C

2

2

1

0 FAILING CONDITION

D E OR N

2

1

0

FAILING CONDITION 40

0

IBDP CORE

Creativity, Activity and Service (CAS) AIMS

ASSESSMENT

The CAS element of the IB Diploma places importance on life outside the world of scholarship, providing a counterbalance to the academic curriculum. The creative, physical, and social development of people can be shaped by their own experiences. Participation in CAS encourages students to share their energies and special talents while developing awareness, concern, and the ability to work cooperatively with others. The IB’s goal of educating the whole person and fostering more caring and socially responsible attitudes comes alive with CAS. Not only is the CAS portfolio a requirement for the IB Diploma, but it is an excellent discussion point for university applications.

Students are expected to complete all CAS experiences throughout the 18 months of their whole IB Diploma. This will include completing a CAS project, and covering the seven learning outcomes: 1. Identify own strengths and develop areas for growth 2. Demonstrate that challenges have been undertaken, developing new skills in the process 3. Demonstrate how to initiate and plan a CAS experience 4. Show commitment to and perseverance in CAS experiences 5. Demonstrate the skills and recognise the benefits of working collaboratively 6. Demonstrate engagement with issues of global significance 7. Recognise and consider the ethics of choices and actions Students reflect on their learning on an ongoing basis using ManageBac as a communication tool. In addition to written reflections, students also complete a CAS review during an official interview.

COMPONENTS OF CAS Creativity in CAS allows students to develop their own sense of original thinking and expression. Creativity will come from their talents, interests, passions, emotional responses and imagination. This may include visual and performing arts, digital design, writing, film, culinary arts, crafts and composition.

The aim of the activity strand is to promote lifelong healthy habits related to physical wellbeing. This includes participation in expeditions, individual and team sports, and physical activities outside the normal curriculum.

The aim of the Service strand is to understand that students can make a meaningful contribution to their community and society. Service experiences should not only involve doing things for others but also doing things with others and developing a real commitment with them. The relationship should therefore show respect for the dignity and self-respect of others.

41

42