WELCOME
DearStudent,
UWCAtlanticisadeliberatelydiverse,mission-driveninternationalcollegewith astrongcommitmenttotheeducationalprinciplesofKurtHahn,itsfounder. Wemaintainapassionatebeliefintheimportanceofeducationasaforce forgoodintheworld-tounitepeople,nationsandculturesforpeaceand asustainablefuture
Since1962UWCAtlantichasentrustedstudentswithauthenticresponsibility andguidedthemtomakeappropriatechoicesandtolearnfromtheirmistakes. Itisthroughthistrust,responsibilityandaccountabilitythatstudentslearnthat theycanmakeadifference.Initsearlyyears,UWCAtlanticco-foundedthe InternationalBaccalaureateDiplomaProgramme,offeredtodayatallUWCs andthousandsofschoolsworldwide
In2023,agroupofourstudentsbecametheveryfirsttopioneerarevolutionary newversionoftheIBDiploma,bornfromapartnershipbetweentheCollegeand theInternationalBaccalaureatecalledtheSystemsTransformationPathway(STP)
Twoyearslater,wewatchedthistrailblazingfirstcohortofSTPstudentsgraduate andsecureoffersfromtheworld'sleadinguniversities,includingStanfordand Harvard Nowenteringitsfourthyear,theSTPisopentoevenmorestudents This ground-breakingcurriculumhasbeenrigorouslyresearchedandendorsedby CambridgeUniversityanditssuccessisdrivingglobalchangewiththeIBnow planningtorolloutthispathwaytoallIBschoolsworldwideby2030.
PleaseseemoredetailsabouttheSystemsTransformationPathwayandallthe othersubjectsonofferatUWCAtlanticwithinthisbooklet
TheIBDiplomaProgramme
UWCAtlantic,likealltheUnitedWorldColleges,offerstheInternationalBaccalaureateDiplomaProgramme(IBDP) The IB Diploma is a deliberate synthesis of the specialisation required in some national systems and the breadth providedinothers.
In 2023, UWC Atlantic became the first school in the world to offer a new pathway within the IBDP: the Systems TransformationPathway TheSystemsTransformationPathwaysupportsourambitionthataUWCAtlanticeducation develops “bridge builders and compassionate leaders, empowering them to go beyond treating symptoms to understandrootcausesandinitiatetransformativesolutionstohumanandenvironmentalcrises.”Thispioneeringand distinctivenewIBDPpathwayhasbeendevelopedoutofapartnershipbetweenUWCAtlanticandtheInternational Baccalaureate Nowinitsthirdyear,thisprogrammehasspreadtootherschoolsandwillbecomegloballyavailablein 2030toallIBDPschools.
BothpathwaysbelowleadtostudentsreceivingthefullIBDiploma,subjecttomeetingthegraduationrequirements
TwoAcademicPathwaysintheIBDiploma
CURRENTIBDIPLOMAPROGRAMME
StudentscompletingthefullIBDParerequiredtostudy sixsubjectsacrossdifferentacademicareas
Thesixacademicareasare:
Group1:StudiesinLanguageandLiterature
Group2:LanguageAcquisition
Group3:IndividualsandSocieties
Group4:ExperimentalSciences
Group5:Mathematics
Group6:TheArts
Students must choose one subject from Groups 1-5 TheymustthenselecteitheronesubjectfromGroup6 orchooseasecondsubjectfromGroups1to5.
Students must choose three subjects at Higher Level andthreesubjectsatStandardLevel
Note: Environmental Systems and Societies is an interdisciplinarycoursethatcanbechosenasaGroup3 oraGroup4subject
FindoutmoreabouttheIBDiplomaatwww.ibo.org
SYSTEMSTRANSFORMATIONPATHWAY
TakingtheplaceoftwoStandardLevelsubjectsinthe IBDP is a bespoke course specially designed at UWC Atlantic to equip graduates to take on some of the greatest global challenges on a climate-changed planet: transforming the food system; advancing a justenergytransition;reversingbiodiversitylossand restoring ecosystems; and responding to migration anddisplacementatanunprecedentedscale
Students pursuing the Systems Transformation Pathway must choose three IBDP subjects at Higher LevelandonesubjectatStandardLevel TheSystems Transformation Pathway course is worth two StandardLevelsubjects.
To ensure breadth in their studies, students are required to take at least one subject from Groups 1 and2andatleastonesubjectfromGroups4and5.
Students can take up to two courses from each academic area (Groups 1-6), but no more than two subjectscombinedfromGroups1and2.Beyondthis therearenorestrictionsontheirsubjectchoices
Findoutmoreat
https://www.atlanticcollege.org/transformingeducationorthecoursemicrosite
https://sitesgooglecom/uwcatlanticorg/transformin gsystems
Subject Choices 2027-2029
Systems Transformation Pathway
Higher Level
3HigherLevel subjects
Standard Level
Systems Transformation Pathway
1Standard Levelsubject
Studiesin
Languageand Literature
EnglishA
SpanishA
ChineseA (Mandarin)
Language Acquisition
Individuals andSocieties
EnglishB
FrenchB
SpanishB
EnglishA
SpanishA
ChineseA (Mandarin)
School Supported Self-Taught Literature
EnglishB
FrenchB
SpanishB
French ab initio
Spanish ab initio
Mandarin ab initio
Economics
Environmental Systemsand Societies
Geography
GlobalPolitics History
Socialand Cultural Anthropology
Economics
Environmental Systemsand Societies
Geography
GlobalPolitics History
Socialand
Cultural Anthropology
Biology
Chemistry
Environmental Systemsand Societies
Physics
Analysis and Approaches
Applications and Interpretation
Biology
Chemistry
Environmental Systemsand Societies
Physics
Analysisand Approaches
Applications and Interpretation
Choosing a Pathway and Subjects
The IB Diploma Programme and the Systems Transformation Pathway
Programmeof townhalls including subjectchoice information
Subjectchoiceform completed,including asecondsetof subjectsforthose applyingtothe Systems Transformation Pathway
Videoapplications dueforstudents wishingtojointhe Systems Transformation Pathway
26Mayand2 June 1July 30June
Diagnostictesting
In-person collaborative activityforthe Systems Transformation Pathway Timetable finalisedwith tutor
DuringOrientation DuringOrientation
TosupportyouwithchoosingtherightpathwayandsetofsubjectsintheIBDP:
Step 1: We offer a series of townhall meetings for students and families in the incoming class, including one on the academicprogramme,withspecificinformationaboutSystemsTransformationPathway.
Step 2: Along with various enrolment forms, you will receive one especially to make your subject choices. To help you complete this form you can refer to the information in this booklet and review the video recordings of the townhall meetings. The application process and form for the Systems Transformation Pathway will open at the same time. StudentsapplyingtothePathwaywillbeaskedtosubmittwosetsofsubjectchoices:asetof4subjectstheywouldtake alongsidethePathway,andincasetheyarenotselected,asetof6subjectsinthetraditionalIBDiploma.
Step3:ThevideoapplicationfortheSystemsTransformationPathwayisdueon30June.Thevideoapplicationisrequired inordertoberegisteredforthecourseandinvitedtothein-personcollaborativeactivityduringOrientation.
Step4:Intheorientationprocessallfirstyearstudentswilltakeanadaptivecognitiveassessment,adiagnostictestin Maths and complete an English writing exercise This is to give us an indication of your advised level in your subject selections StudentsregisteredfortheSystemsTransformationPathwaywillparticipateinacollaborativeactivityduring theorientationperiod
Step5:Yourtimetablewillbefinalisedwithyourtutorafterthediagnosticresultshavebeencompleted
Enrolment in the Systems Transformation Pathway may be subject to selection based on the video and collaborative activityifthecourseisoversubscribed Thecohortwillbefinalisedpriortothefirstdayofclasses
AllotherIBsubjectsareofferedsubjecttoavailability,timetablingconstraintsandstudentnumbers Incaseasubjectis oversubscribed,randomselectionmightbeappliedtodecidewhocantakethesubject Thestudentswillbenotifiedin advance if this is likely to happen allowing them to have an alternative plan Please note that we require a minimum uptakeof6studentstoofferanyofthesubjects Wereservetherighttomakethedecisionnottoofferasubjectatshort noticeatthebeginningofterm
System Transformation Pathway
Leadership for Just Futures
OurnewSystemsTransformationPathwayisdesignedtogiveUWCgraduatestheeducationtheyneedtomeetthe challenges of living and thriving in a climate-changed world. Designed for this purpose at UWC Atlantic, in collaboration with young people and the International Baccalaureate, this pathway prepares students to grapple withsomeofthemostcomplexglobalchallengesconfrontingus:howtofeed8billionpeopleonawarmingplanet, how to restore and protect the biodiversity of ecosystems, how to transition away from polluting energy sources quicklyandequitably,howtorespondtomassdisplacementsandmigrationsasaresultofconflict,climatechange anddisasters.
Recognising that the political spaces where these challenges could be solved are increasingly polarised, and our timelineforturningthingsaroundistightening,studentswillpractisebecomingcompetentatdeepcollaboration acrossdifferencesanddisciplines.Thecomplexityofthesechallengescanappearoverwhelming,sointhispathway it is essential that students interrogate and understand the interconnected root causes of the injustices and complexcrises,ecological,social,politicalandeconomicthattheyseeunfoldingintheworldsimultaneously.
This pathway is fundamentally action-oriented; it replaces written exams and classroom-based learning with relevant,ambitious,necessaryworkincomplexandauthenticreal-worldcontexts Thiscurriculumequipsstudents to go beyond treating symptoms to advance transformative change at a systems level To be effective at this, studentswillbenefitfromunderstandingandapprenticingthemselvestosystemsinaspecificimpactarea-food, biodiversity,energy,ormigration Withintheseareastheywillpractisetakinggoodactionalongsidepeersfroman incredibly diverse UWC cohort, experts and leaders amongst our influential alumni community and partner organisations,andcommunitiesleadingchangeontheground
Systems Transformation Pathway
Leadership for Just Futures
Inthiscoursestudentswill:
Focusonunderstandingandaddressingthefundamentallylinkedrootcausesofsocioecologicalcrises; Deconstructandinterveneintothepowerfulnarrativesthatshapeattitudesandbehaviours; Collaborateacrossdifferencesanddisciplinestounderstandglobalforcesandlocalcomplexities; Practise unsettling unjust status quos and taking good action to effect lasting and meaningful change where needed.
Thecourseismadeofthefollowingcomponents:
Thecourseisorganisedinthiswayoverthetwoyears:
Forfurtherdetailsontheprogramme,curriculumandassessment,pleasevisitthecoursemiocrosite: https://sitesgooglecom/uwcatlanticorg/transformingsystems
Here is a link to the Systems Transformation Pathway: Leadership For Just Futures IB Subject Brief
IB Diploma Programme Core
AllstudentsmustcompletetheIBDiplomaProgrammeCore.
Thethreeelementsofthecoreare:
TheoryofKnowledge(TOK):Acourseinwhichstudentsreflectonthenatureofknowledgeandonhowweclaim toknowwhatweknow, TheExtendedEssay(EE):Anindependent,self-directedpieceofresearch,finishingwitha4,000-wordpaper, Creativity,ActivityandService(CAS):Studentsparticipateincreative,activeandserviceactivitieseachweekin additiontoayearlyProjectWeek.
TheoryofKnowledgeandtheExtendedEssayareworthupto3bonusIBDPpoints.
At UWC Atlantic, students are expected to go beyond the IB requirements of CAS and engage fully with the cocurricularprogramme,todevelopleadershipandcollaborationskills,andparticipateinmeaningfulserviceactivities throughoutthecollegeandUWCAtlanticcommunity
Subject Choices
Group 1: Studies in Language and Literature
English Language and Literature (English
Atwhatlevelisthis courseoffered?
Level
How is this course structured (units, modules, key topics)?
A)
TheEnglishALanguageandLiteraturecourseintroducesthecriticalstudyandinterpretationofwrittenandspokentexts fromawiderangeofliteraryformsandnon-literarytext-types AcrossthevariousEnglishclassesawiderangeofgenres arecoveredwithwritersincludingShakespeare,Akala,ChinuaAchebe,SeamusHeaney,MichelleObama,Tennessee WilliamsandLilianLee Anequalnumberofnon-literarytextsbalancesoutthecourse Theformalanalysisoftextsis supplementedbyanawarenessthatmeaningisnotfixedbutcanchangeinrespectofthecontextsofproductionand consumption Independentreadingisanessentialpartofthiscourse
AssessmentisongoingwiththeIBoralexamsattheendofthefirstyear ThefocusofYear2isonfinalexamsandthe HigherLevelEssay
What can I expect to learn about in this course (main aims, objectives and content)?
Arangeofliteraryandnon-literarytextsarestudied Differentgenres,placesandtimeperiodsarecoveredaswellasworks intranslation
How will this course be assessed (coursework and examination requirements)?
HigherLevelandStandardLevelstudentscoverthesamecorecontent TheoralexamattheendofYear1isthesamefor HLandSL RecordingsofthesearesenttotheIBforassessing ThemaindifferencebetweenHLandSListhatHLstudents studyadditionaltextsandhaveadditionalcourseworkrequirements HLstudentswritea1500-wordessaywhichthey submitinTerm4.
TherearetwoexternallyassessedexamsattheendofYear2 Paper1istheanalysisofpreviouslyunseentexts,Paper2is anessaybasedonworksstudiedinthesecondyearofthecourse AtHigherLevel,theexamsareworth60%ofthefinal grade,with20%forcourseworkand20%fororalexams.ForStandardLevelstudents,thefinalexamsareworth70%of theirfinalgradewithoralexamsworth30%
What kind of students are suited to this course?
Previousexperienceofthestudyofliteratureisdesirableforthiscoursealthoughdependingonastudent’seducational backgrounditisnotessential
StudentswhoarebilingualmaychoosetostudytwolanguagesinGroup1andomitGroup2.
What university courses or career pathways might follow on from this course?
Journalism
Media
Law
Education
Politics
Linguistics
Spanish Language and Literature (Spanish A)
Atwhatlevelisthis courseoffered?
How is this course structured (units, modules, key topics)?
TheSpanishALanguageandLiteraturecourseintroducesthecriticalstudyandinterpretationofwrittenandspokentexts fromawiderangeofliteraryformsandnon-literarytext-types Theformalanalysisoftextsissupplementedbyawareness thatmeaningisnotfixedbutcanchangeinrespectstocontextsofproductionandconsumption.Independentreadingis anessentialpartofthiscourse
What can I expect to learn about in this course (main aims, objectives and content)?
Arangeofliteraryandnon-literarytextsarestudied.Differentgenres,placesandtimeperiodsarecoveredaswellasworks intranslation
How will this course be assessed (coursework and examination requirements)?
HigherLevelandStandardLevelstudentscoverthesamecorecontent.TheoralexamattheendofYear1isthesamefor HLandSL RecordingsofthesearesenttotheIBforassessing ThemaindifferencebetweenHLandSListhatHLstudents studyadditionaltextsandhaveadditionalcourseworkrequirements HLstudentswritea1500-wordessaywhichthey submitinTerm4.
TherearetwoexternallyassessedexamsattheendofYear2 Paper1istheanalysisofpreviouslyunseentexts,Paper2is anessaybasedonworksstudiedinthesecondyearofthecourse AtHigherLevel,theexamsareworth60%ofthefinal grade,with20%forcourseworkand20%fororalexams.ForStandardLevelstudents,thefinalexamsareworth70%of theirfinalgradewithoralexamsworth30%.
What kind of students are suited to this course?
Previousexperienceofthestudyofliteratureisdesirableforthiscoursealthoughdependingonastudent’seducational backgrounditisnotessential
StudentswhoarebilingualmaychoosetostudytwolanguagesinGroup1andomitGroup2.
What university courses or career pathways might follow on from this course?
Translation Journalism Media Law Education Politics Linguistics
Here is a link to the Language A Language and Literature Subject Brief
Chinese Language and Literature (Mandarin A)
Atwhatlevelisthis courseoffered?
How is this course structured (units, modules, key topics)?
TheMandarinChineseALanguageandLiteraturecourseintroducesthecriticalstudyandinterpretationofwrittenand spokentextsfromawiderangeofliteraryformsandnon-literarytext-types Theformalanalysisoftextsissupplemented byawarenessthatmeaningisnotfixedbutcanchangeinrespectstocontextsofproductionandconsumption. Independentreadingisanessentialpartofthiscourse
What can I expect to learn about in this course (main aims, objectives and content)?
Arangeofliteraryandnon-literarytextsarestudied.Differentgenres,placesandtimeperiodsarecoveredaswellasworks intranslation
How will this course be assessed (coursework and examination requirements)?
HigherLevelandStandardLevelstudentscoverthesamecorecontent.TheoralexamattheendofYear1isthesamefor HLandSL RecordingsofthesearesenttotheIBforassessing ThemaindifferencebetweenHLandSListhatHLstudents studyadditionaltextsandhaveadditionalcourseworkrequirements HLstudentswritea1500-wordessaywhichthey submitinTerm4.
TherearetwoexternallyassessedexamsattheendofYear2 Paper1istheanalysisofpreviouslyunseentexts,Paper2is anessaybasedonworksstudiedinthesecondyearofthecourse AtHigherLevel,theexamsareworth60%ofthefinal grade,with20%forcourseworkand20%fororalexams.ForStandardLevelstudents,thefinalexamsareworth70%of theirfinalgradewithoralexamsworth30%.
What kind of students are suited to this course?
Previousexperienceofthestudyofliteratureisdesirableforthiscoursealthoughdependingonastudent’seducational backgrounditisnotessential
StudentswhoarebilingualmaychoosetostudytwolanguagesinGroup1andomitGroup2.
What university courses or career pathways might follow on from this course?
Translation Journalism Media Law Education Politics Linguistics
Here is a link to the Language A Language and Literature Subject Brief
School Supported Self-Taught Languages (Language A)
Atwhatlevelisthis courseoffered? Standard Level Higher Level
How is this course structured (units, modules, key topics)?
TheSelf-TaughtLanguageA:Literaturecourseintroducesstudentstotheanalysisofliterarytexts Itisthecoursethrough whichtheIB’spolicyofmother-tongueentitlementisdelivered Thecourseisautomaticallyavailablein57languages By specialrequest,thecoursemaybestudiedinanylanguagewithasufficientlydevelopedwrittenliterature.
AsaSelf-Taughtclassstudentswillnotbeinclassesforthefulltwoyears Theirstudytimeismadeupoftaughtlessons withateacher(inEnglish)andstructuredself-taughtsessionswheretheyareexpectedtoworkindependentlyintheirown language.
Term1:Taughtlessonsinwhichliteratureintranslationisread TheseclassesareconductedinEnglish
Term2:Structuredself-taughtsessions,Thefirsthalfofthetermisself-study Studentsareexpectedtowork independentlyintheirownlanguage.Thesecondhalfofthetermistaughtlessons.
Term3:Studentresponsibilityforself-taughtsessions
Term4:Taughtlessonsinpreparationforexams
What can I expect to learn about in this course (main aims, objectives and content)?
Self-TaughtclassesareconductedinEnglish Transferableskillsarelearned,whichstudentscanthenapplytotexts writtenintheirownlanguage
How will this course be assessed (coursework and examination requirements)?
IndividualOralinTerm4(inthestudent'sownlanguage,30%)
Finalwrittenexams:Paper1andPaper2(inthestudent'sownlanguage,70%)
What kind of students are suited to this course?
Allstudentshavetostudyan'A'language:theirmothertongueorbestlanguage ForlanguagesnottaughtattheCollege, studentsmayopttostudytheirmothertongueasaSelf-TaughtLanguageatStandardLevel
What university courses or career pathways might follow on from this course?
Note:SomecountriesrequirestudentstostudytheirownGroup1languagefortheirIBdiplomaandforaccesstohigher educationinstitutions
Translation Journalism Media Law
Education Politics Linguistics
Group 2: Language Acquisition
Language B: French, Spanish and English
Atwhatlevelisthis courseoffered?
How is this course structured (units, modules, key topics)?
Thecourseisstructuredaroundfivethemes:Identity;Experiences;SharingthePlanet;HumanIngenuity;Social Organisation Studentsexplorearangeofwrittentexttypesaswellasaudioandaudiovisualtexts AtHigherLevel, studentsstudytwoliteraryworks,whichareanimportantelementoftheHigherLeveloralexam.
What can I expect to learn about in this course (main aims, objectives and content)?
Workingwiththesebroadthemes,studentswilldevelopproductive,receptiveandinteractiveskillswhichcanbeapplied toarangeofeverydaysituations.Studentswillalsodevelopanawarenessofthetargetlanguageandtherelevantcultures Throughstudyingarangeofdifferenttexttypes,bothspokenandwritten,studentslearnandexpandtheirvocabulary, extendtheirgrammaticalvariation,whilstaimingtocontrolaccuracy Studentsalsolearntoadjustthestyleandregisterof thelanguageaccordingtotexttypeandcontext Developingspokenfluencyisanotherimportantskill
How will this course be assessed (coursework and examination requirements)?
TheInternalAssessmentisanoralexam,basedonthethemesand/oraliteraryworkstudiedinthecourse(25%)
ThePaper1finalexamassesseswritingskills(25%)
ThePaper2finalexamassessesreceptiveskills,readingandlistening(50%).
What kind of students are suited to this course?
Thecourseisaimedatstudentswhohavepreviousknowledgeofthelanguage,whowanttodeveloptheirlanguageskills further.TheLanguageBcourseshouldalsoprovidestudentswithanappropriatelevelofchallenge.Pleasenote:ifyouare bilingualorfluentinalanguage,youarenoteligibletostudyitinGroup2andshouldchoosetostudythisasasecond Group1(LanguageA)subjectandachievetheIBBilingualDiplomaorchooseadifferentGroup2language
TheskillswhicharedevelopedintheHigherLevelandStandardLevelcoursearethesame,asarethethemesstudied,but HigherLevelstudentshavemoreteachinghoursandarelikelytodeveloptheirskillsfurtherandtheywillalsostudy literaryworksasarequirementofthecourse StudentswhohavelimitedexperienceofEnglishareencouragedtotake EnglishBHigherLevel,astheadditionalteachinghourswillhelptobuilduplanguageskills,proficiencyandconfidence
What university courses or career pathways might follow on from this course?
FromB1toC2levelsintheEuropeanFrameworkofrelevantlanguages(DELF&DELE)
Translation Universitycourseswithaninternationalcomponent
Here is a link to the IB Languages B Subject Brief
Language ab initio: French, Spanish and Mandarin
Atwhatlevelisthis courseoffered?
How is this course structured (units, modules, key topics)?
Thiscourseforbeginnersisstructuredaroundfivethemes:Identity;Experiences;SharingthePlanet;HumanIngenuity; SocialOrganisation TheAbInitiosyllabuspresentsfourtopicsforeachofthefivethemes,foratotaloftwentytopicsthat mustbeaddressedintheLanguageAbInitiocourse.Forexample,underthethemeExperiences,studentswillexplorefour topics:DailyRoutine;Leisure;HolidaysandFestivals;Celebrations Studentsexplorearangeofwrittentexttypesaswellas audioandaudiovisualtexts
What can I expect to learn about in this course (main aims, objectives and content)?
Workingwithbroadthemes,studentswilldevelopproductive,receptiveandinteractiveskillswhichcanbeappliedtoa rangeofeverydaysituations Studentswillalsodevelopanawarenessofthetargetlanguageandtherelevant culturesOverthecourse,thestudentswillbuilduptheirvocabularyandlearngrammarinordertodevelopalltheir languageskills,relatingtothetopicsandthemes.
How will this course be assessed (coursework and examination requirements)?
TheInternalAssessmentisanoralexam,basedonanimagerelatingtooneofthethemesstudiedinthecourse.The InternalAssessmentisworth25%oftheoverallgrade.
ThePaper1finalexamassesseswritingskills,wherestudentshavetocompletetwowrittentasks,eachfromachoice ofthree Thispaperisworth25%oftheoverallgrade
ThePaper2finalexamassessesreceptiveskills,readingandlisteningandthesetwosectionsmakeuptheremaining 50%oftheoverallmark.
What kind of students are suited to this course?
LanguageAbInitioisalanguageacquisitioncourseforstudentswithnopreviousexperienceinthelanguage,orvery limitedexperience.Ifyouhavepreviouslystudiedthelanguageinschool,youshouldchoosetostudyLanguageBinstead.
What university courses or career pathways might follow on from this course?
FromA2toB1levelsintheEuropeanFrameworkofrelevantlanguages(DELF&DELE)
Translation
Here is a link to the IB Languages Ab Initio Subject Brief
Group 3: Individuals and Societies Economics
Atwhatlevelisthis courseoffered? StandardLevel HigherLevel
Howisthiscoursestructured(units,modules,keytopics)?
Theeconomicscourseisfocusedoninquiry-basedteachingandlearning,inwhichstudentsaregiventheopportunityto exploreeconomictheoriesandglobalissuesusingreal-worldexamples.ThecoursefollowsthefollowingunitsatHL/SL:
Unit1:IntroductiontoEconomics
WhatisEconomicsandhowdoEconomistsapproachtheworld?
Unit2:Microeconomics
Howdoindividualmarketswork/behavethroughthroughtheperspectiveofconsumers,producersandthe government
Unit3:Macroeconomics
ExaminesthewaytheeconomyworksonanationallevelfocusingonmacroeconomicobjectsofInflation, Unemployment,Growth,andEquality
Unit4:GlobalEconomics
Investigateshowandwhycountriestrade,globalinterdependence,humandevelopmentandsustainability.
HLorSL?
HLstudentsexploretopicsingreaterdepthandbreadthcomparedtoSLstudents.Forexample,HLstudentscover additionaltopicsinmicroeconomicsandmacroeconomics,suchastheoryofthefirmandeconomicdevelopment. QuantitativeTechniques:HLstudentsarerequiredtohaveastrongeremphasisonquantitativemethodsandskills, includingmorecomplexcalculations,anadditionalexamandtheuseofeconomicmodels
WhatcanIexpecttolearnaboutinthiscourse(mainaims,objectivesandcontent)?
Studentswillexplorehoweconomieswork,fosteringunderstandingacrossnationsandculturesStudentslearnabout supplyanddemand,helpingtosetfairpricesandhowchoicescanbemadeinmarketsandsociety
Studentswillgainanunderstandingaboutcoremacroeconomicobjectivesaroundunemployment,inflation,economic growthandthedistributionofincomeandwealthinordertopromotestabilityandglobalharmonyExploringdifferent typesofmarketsfostersfaircompetition,culturalawarenessandourinterconnectednature.
StudentswillalsodiscoverhowgovernmentscanusepoliciestosupportpeopleandbuildstrongercommunitiesThrough learningaboutinternationaltradeandeconomicdevelopment,studentsgaininsightsintoglobalinterconnectedness, promotingunityandsustainabilityforabrighterfuture
Howwillthiscoursebeassessed(courseworkandexaminationrequirements)?
Paper1:Essays.
Paper2:Dataresponseansweringquestionsbasedonanewsstoryand/studyaselectionof international/developmenteconomicdata
Paper3(HigherLevelonly):Quantitativemethods:Shortanswercalculationsbasedontheentiresyllabuswhich exploresthemechanicsofeconomics
Internalassessment:Acreativeeconomicassessmentbasedonanup-to-datenewsarticleselectedbythestudentthat isexternallymoderated
Economics
Whatkindofstudentsaresuitedtothiscourse?
Theeconomicscourseemphasisesthedevelopmentof:strongwritten,verbal,anddiagrammaticcommunicationskills; criticalandcomplexthinkingandnumeracyskills;andethicalconsiderationsthatwillassiststudentsinpreparingforthe futureglobalworkplace
Ifyouareinterestedinhowsocietyallocatesscarceresourcestopeoplewithunlimitedwants,orwanttoknowhowthe worldworksthenEconomicsisthesubjectforyou.
Whatuniversitycoursesorcareerpathwaysmightfollowonfromthiscourse?
CompletinganIBEconomicscourseopensmanydoorsforyourfuturestudiesandcareer,asyouwillgainkeyskillsof problemsolving,dataanalysisandcommunication.
Herearesomeuniversitycoursesyoumightconsider: Economics BusinessAdministration Marketing Finance PoliticalScience InternationalRelations Law EnvironmentalStudies DataScience
Futurecareerpathsyoumightfollowinclude,butarenotlimitedto: Economist FinancialAnalyst BusinessConsultant PolicyAdvisor MarketResearchAnalyst Accountant InvestmentBanker Journalist CivilService
Geography
Atwhatlevelisthis courseoffered? StandardLevel HigherLevel
Howisthiscoursestructured(units,modules,keytopics)?
Unit1ChangingPopulation
Populationandeconomicdevelopmentpatterns,changingpopulationandplacesandpopulationchallengesand opportunities
Unit2GlobalClimateandVulnerability
Causesofglobalclimatechange,consequencesofglobalclimatechangeandrespondingtoclimatechangeand buildingresilience.
Unit3GlobalResourceConsumptionandSecurity
Globaltrendsinconsumption,impactsofchangingtrends–theWater-Food-Energynexusandresourcestewardship possibilities
Unit4PowerPlacesandNetworks
Globalinteractionsandglobalpower,globalnetworksandflowsandhumanandphysicalinfluencesonglobal interactions
Unit5HumanDevelopmentandDiversity Developmentopportunities,changingidentitiesandculturesandthepowerofplacestoresistoracceptchange.
Unit6GlobalRisksandResilience
Geopoliticalandeconomicrisks,environmentalrisksandlocalandglobalresilience
WhatcanIexpecttolearnaboutinthiscourse(mainaims,objectivesandcontent)?
Geographyisthestudyofplacesandsystemsandtheinterconnectivitybetweenpeopleandtheirenvironments.Itisa current,dynamicandrelevantsubjectandsitsperfectlywiththeUWCmissionstatementofeducationforasustainable futureGeographyexamineskeyglobalissues,suchaspoverty,sustainabilityandclimatechangeItconsidersexamples anddetailedcasestudiesatavarietyofscales,fromlocaltoregional,nationalandinternational
Geographytakesadvantageofitspositiontoexaminerelevantconceptsandideasfromawidevarietyofdisciplines.This helpsstudentsdevelopanappreciationof,andarespectfor,alternativeapproaches,viewpointsandideas
Howwillthiscoursebeassessed(courseworkandexaminationrequirements)?
Paper1(35%):3questionsforHigherLeveland2questionsforStandardLevel.Eachquestionincludesdataresponse, shortanswersand1essay
Paper2(25%HigherLevel,40%StandardLevel):3dataresponse/shortanswerquestionsbasedonUnits1,2and3,an infographicquestionand1essay
Paper3(20%HigherLevelonly):2essaysbasedonUnits4,5and6
Internalassessment(20%HigherLevel,25%StandardLevel):aninquirybasedapproach,centredonariverfieldtrip thatisexternallymoderated.
Whatkindofstudentsaresuitedtothiscourse?
Thecurriculumsuitsstudentswhoarecurious,whohaveaninterestininternationalrelationsandcurrentaffairs,who questioneverythingandwhostrivetofindsolutionstothemanyissueswearefacingtoday.Thereisnorequirementto havestudiedgeographybutyoushouldhaveanaturalinterestintheworldaroundyou.
Whatuniversitycoursesorcareerpathwaysmightfollowonfromthiscourse?
PopularpathwayswithIBgeographyincludeinternationalrelations,NGOs,surveying,cartography,conservation, sustainability,urbanresilience,wasteandwatermanagement,environmentalplanning,andtourism.Alsogovernment andpolitics,researchorganisations,climatemitigationandadaption,mediaandlaw
Global Politics
Atwhatlevelisthis courseoffered? StandardLevel HigherLevel
Howisthiscoursestructured(units,modules,keytopics)?
CoreTopics
UnderstandingPowerandPolitics:
Examinestherolesofpoliticalactors,includingstates,internationalorganisationsandindividuals,inshapingglobal affairs.
Focusesonthekeyconceptsofpower,sovereignty,legitimacyandinterdependence
ThematicStudies
Rightsandjustice:
Exploresthechallengesofprotectingandpromotinghumanrightsinaglobalisedworld Examinesthedifferenttypesofrightsandtheimpactsofglobalisationonhumanrights
Developmentandsustainability:
Examinesthechallengesofpromotingsustainabledevelopmentandreducingpoverty Focusesontheenvironmental,social,andeconomicfactorsthatcontributetosustainabledevelopment
Peaceandconflict:
Examinesthecausesandconsequencesofconflictandthechallengesofbuildingandsustainingpeace Focusesontheroleofinternationalorganisations,NGOs,andcivilsocietyinpromotingpeaceandresolvingconflict
HLExtension:GlobalPoliticalChallenges
StudentsconductindependentresearchoncasestudiesthatconnecttothefollowingHLtopicareas:
Borders
Environment
Equality
HealthIdentity
Poverty
Security
Technology
WhatcanIexpecttolearnaboutinthiscourse(mainaims,objectivesandcontent)?
Throughoutthecourseissuessuchashumanrights,developmentandconflictareexploredthroughanexplicitlypolitical lens;politicsprovidesauniquelyrichcontextinwhichtoexplorehowpeopleandpowerinteractAkeyaimofthecourseis toactivelyengagewithglobalpoliticalissues,thereforethecourseworkelementinvolvesproducingareportonapolitical issuethatthestudentshaveengagedthemselvesin
Howwillthiscoursebeassessed(courseworkandexaminationrequirements)?
StudentsareassessedthroughacombinationofinternalandexternalassessmentsThewrittenexaminationconsistsof twopapersforSLstudentsandthreepapersforHLstudents.Paper1isasource-basedexaminationusingwrittenand visualsources,whilePaper2consistsofessayquestionsrequiringstudentstodemonstrateknowledgeandunderstanding ofthecourseconcepts,themesandpoliticalissuesHLstudentsalsocompletePaper3,astimulus-basedexamination drawingonindependentlyresearchedcasestudiesofglobalpoliticalchallengesTheengagementprojectisamajor componentofthecourseandrequiresstudentstoinvestigateandengagewithapoliticalissueinalocalorcommunity contextthroughresearch,analysisandreflectionTheprojectisassessedbytheteacherandexternallymoderatedbythe IB.
Global Politics
Howwillthiscoursebeassessed(courseworkandexaminationrequirements)?
Paper1(SLandHL):Source-basedpaperthataddressesthecoretopicsandsourceanalysisskillsinanintegratedway. Sourcesmayincludetext,images,diagramsandinfographics
Paper2(SLandHL):Essayresponsepaperbasedonprescribedcontentfromthethematicstudies Studentsanswertwo questions:onefocusedonaparticularthematicstudy,andoneintegratingquestionthatdrawslinksacrossthethematic studiesaswellasthecoretopics
Paper3(HLonly):Stimulus-basedpaperbasedontheHLextensiononglobalpoliticalchallenges Thequestionsrelatetoa particularitemortopicpresentedthroughthestimulus;studentssupporttheirresponseswithevidencefromtheir previouslyresearchedcasestudies
EngagementProject(InternalAssessment):Studentsselectapoliticalissueandexploreitthroughresearchand engagementwithdiversestakeholders.Theexperientiallearningprocessincludesexploration,planning,research, engagementactivities,analysisandreflection Thefinaloutcomeisawrittenreport Additionally,HLstudentsconduct furtherresearchtoinformandformulatearecommendationforaddressingtheidentifiedpoliticalissue
Whatkindofstudentsaresuitedtothiscourse?
Globalpoliticsisacourseforstudentswhowanttounderstandmoreabouthowtheworldtheyliveinworks,whatmakes itchange,orwhatpreventsitfromchanging Thecoursedrawsonavarietyofdisciplinarytraditionsinthestudyofpolitics andinternationalrelations,andmorebroadlyinthesocialsciencesandhumanities.Studentsbuildtheirknowledgeand understandingbycriticallyengagingwithcontemporarypoliticalissuesandchallengesthatinterestthem
Whatuniversitycoursesorcareerpathwaysmightfollowonfromthiscourse?
StudentswhostudyGlobalPoliticshavegoneontostudythefollowingsubjectsatuniversity,amongothers:
Internationalrelations Politicalscience Developmentandsustainability Law
Diplomacyandinternationalaffairs
Nonprofitmanagement Publicpolicy Journalism
History
Atwhatlevelisthis courseoffered?
Howisthiscoursestructured(units,modules,keytopics)?
Studentschoosebetweentwoworldhistorypathways:EuropeanhistoryorAfrican/MiddleEasternhistory Whileboth coursescoverworldhistory,yourchoicedeterminestheregionalfocusofyourstudies
SLStudentsstudyacombinationoffocusedandthematictopics
HLStudentsstudythesamecoretopics,plusanadditional,in-depthregionalstudy.
Pathway1-HLstudyofEurope-withafocusonprotest,revolutionandpoliticalchange Focusedstudy:Protestandchange-FeminismintheUSA(1960–1979)+RevolutioninTunisia(1989–2015)
Thematicstudy:Authoritarianrule(from1750CEonwards)- ChinaunderMao(1949-76),Germanyunder Hitler(193345)andBolshevikRussiaunderLenin
(HLonly)Regionalstudy:TheRussianRevolution(1855–1924)
(HLonly)Regionalstudy:EuropeduringandaftertheColdWar(1945–2020)
Pathway2-HLstudyofAfricaandtheMiddleEast-withafocusonpower,imperialismanddecolonisation Focusedstudy:Independenceandidentity-TheHaitianRevolution(circa1780–1825)andKenyanindependence (1945–1978)
Thematicstudy:Authoritarianrule(from1750CEonwards) (HLonly)Regionalstudy:ConflictandinstabilityintheMiddleEast(1896–2020)-theArab-Israeliconflict (HLonly)Regionalstudy:Revolution,reformandforeignrelationsintheMiddleEast(circa1945–2020)-modernEgypt andmodernIran
WhatcanIexpecttolearnaboutinthiscourse(mainaims,objectivesandcontent)?
“Those who cannot remember the past are doomed to repeat it ” - George Santayana, Spanish-American philosopher
AdynamicnewIBHistorysyllabuswillbeintroducedfromSeptember2026,featuringlesscontentandanincreased emphasisonskills InlinewiththeUWCmissionofusingoureducationasaforceforpeaceandasustainablefuture,we studyexamplesofwhereprotesthasledtochange,alongsideinvestigationsofcrucialwarningsfromourpast
Bytheendofthiscourse,studentswon'tjustknowfacts- theywillknowhowtothink.Studentswillbeabletothink criticallyandengagewithmultiple,diverseperspectivesandarguments;inquiredeeplyintopastevents,historical identitiesandcomplexissues;andformulatepowerful,evidence-basedarguments
Inshort,studentswillemergewithadeeperunderstandingofthenatureofhumansandthecomplexitiesoftheworld today
Howwillthiscoursebeassessed(courseworkandexaminationrequirements)?
Paper1:Asourceanalysispaperbasedononeofthefocusedstudiesexploredinclass
Paper2:Acombinationofshortandextendedessaysbasedontheirthematicstudy
Paper3(HLonly):Anessaypaperfocusedononeworldregion(EuropeorAfricaandtheMiddleEast)withmoredetailed andin-depthhistoricalquestions
Internalassessment:Ahistoricalinvestigation(researchpaper)onatopicofyourchoice.
History
Whatkindofstudentsaresuitedtothiscourse?
IBHistorywillappealtostudentswhohavecuriosity,wanttothinkcriticallyandarenotafraidtoaskquestionsor challengetheirownbeliefs Ifunpickingandlearninglessonsfromthepastwithpeersfromallovertheworldappealsto you,thenyouwilllikelyenjoythiscourse Youdonotneedanypriorhistoricalknowledgeorskills-wewillhelpyou developthose.However,aloveof(orwillingnesstodevelop)readingandextendedwritingisanimportantprerequisite.
Whatuniversitycoursesorcareerpathwaysmightfollowonfromthiscourse?
Studentswhotakehistorygoontostudyaninfinitenumberofcoursesincluding:
History
Law
Accountancy
Journalism
InternationalRelations
Politics
Education
Economics
Philosophy
Historyisahighlyrespectedsubjectforuniversityadmissionsbecauseitdevelopskeyskillssuchasinquiry,critical thinking,analysis,andrigorousresearch Becauseifdemonstratesanabilitytomastercomplexity,constructextended writtenargumentsandevaluateevidence,isisevenconsideredvaluableforcompetitivefieldlikeMedicine.
Careerdestinations:Historygraduatestypicallygoontopursuesuccessfulcareersinlaw,education,diplomacy, journalismandpoliticsaswellasadiversehostofotherareas Here is a link to the IB History Subject Brief
Social and Cultural Anthropology
Atwhatlevelisthis courseoffered?
Howisthiscoursestructured(units,modules,keytopics)?
Atthestartofthecourse,studentslearn:
Keyconceptsanthropologistsusetostudyandcomparedifferentculturesandsocieties Methodsandtheoriesanthropologistsemploytocarryouttheirresearchandanalysesocialandculturalphenomena. Ethicalissuesanthropologistsnegotiateintheirresearch.
Usingethnographiesandfilmsproducedbyanthropologists,studentsstudy: Areasofinquirythatreflectthevariedtopicsanthropologistsexplore,includingConflict,Belonging,Health,Illnessand Healing,DevelopmentandTheBody.ThreeareasofinquiryarestudiedatStandardLevel,fouratHigherLevel. Howtouseanthropologicalconceptsandtheoriestoexamineglobalissues,suchassustainability,violence, inequality,technologyandglobalisation
Duringthecourse,studentsalsocompleteanoriginalpieceoffieldresearch.Thisisanopportunityforstudentstoapply whattheyhavelearnedinthecoursetotheworldaroundthemandengageinauthenticanthropologicalpractice
WhatcanIexpecttolearnaboutinthiscourse(mainaims,objectivesandcontent)?
Anthropologyisthestudyofhumanculturesandsocietiesinalltheirdiversity.InIBSocialandCulturalAnthropology, studentslearnkeyconcepts,methodsandtheoriesusedbyanthropologiststostudyandcomparethedifferentways peoplelive
TheIBAnthropologycourseaimstofostercompassionandethicalbehaviourinitsstudentsbytrainingthemtoappreciate andcomprehenddiversecultureswithoutresortingtoprejudiceorbias Bystudyingaseriesofethnographiesindepth, anthropologybroadensstudents'perspectivesandpromptsthemtoengageinself-reflection-notonlyregardingother societiesbutalsotheirown
How will this course be assessed (coursework and examination requirements)?
Anthropologystudentsareassessedthroughacombinationofinternalandexternalassessments,asoutlinedbelow
HigherLevel:
Paper1(35%)2hours:4structuredquestionsbasedonanunseenpassageand1questiononanthropologicalethics
Paper2(40%)2hours30minutes:Answer3essayquestions
Acrossthe2papers,theanalysisshouldbedetailedandcritical,withanemphasisonintegratingtheoreticalperspectives andengagingwithanthropologicaldebates HLstudentsneedtoengagedeeplywithanthropologicaltheories, demonstratingathoroughknowledgeandunderstanding
Internalassessment(25%)2400words:criticalreflection,fieldwork,mainreport,evaluation. HLstudentsareexpectedtoemploycomplexandvariedresearchmethods Theirmethodologysectionshould demonstrateaclearrationaleforthechosenmethodswithinananalyticalframework,anddiscusstheirpractical,ethical& theoreticallimitationsandstrengthsindetail
StandardLevel:
Paper1(40%)1hour30minutes:Answer4structuredquestionsbasedonanunseenpassage
Paper2(40%)1hour30minutes:Answer2essayquestions
Acrossthe2papers,theanalysisisexpectedtobeclearandconcise,withafocusontheapplicationofanthropological concepts SLstudentsarerequiredtoapplyrelevantanthropologicaltheoriestotheirdatabutatamorebasiclevel
Internalassessment(20%)2000words:Initialobservation,2ndmethod,analysis,reflection Thefieldworkmethodologyisstraightforward,focusingonbasictechniquesofdatacollectionandanalysis.
Social and Cultural Anthropology
Whatkindofstudentsaresuitedtothiscourse?
Forawiderangeofstudentswhoareinterestedinhumansocietiesandcultures.Studentswhoare:curious,inquisitive, open-minded,culturallysensitive,listeners,reflective,analytical,observant,empathetic
Whatuniversitycoursesorcareerpathwaysmightfollowonfromthiscourse?
Anthropologyoffersawiderangeofcareeropportunitiesduetoitsinterdisciplinarynatureandthetransferableskillsit provides:
Teaching
Journalism
WorkingforNGOsandinternationaldevelopment
Socialwork
Police
Government
Businessmarketing
Mediamanagement
Museumcuration
Publichealthandhealthcare
Group 3: Individuals & Societies / Group 4: Experimental Sciences Environmental Systems and Societies
Atwhatlevelisthis courseoffered?
How is this course structured (units, modules, key topics)?
EnvironmentalSystemsandSocieties(ESS)isasystemsthinkingcoursegroundedinscientificinvestigationsofsystem structuresandfunctions,usedtoexplorecultural,economic,ethical,politicalandsocialinteractionsofsocietieswiththe environment.Itsinterdisciplinarynatureallowsstudentstodrawuponandfurtherdeveloparangeofsubjectsandskills acrossGroup3andGroup4tounderstandandevaluateconnectionsbetweenthehumanandnaturalsystems
Thesyllabuscontentislistedbelow:
Foundation:Perspectives,Systems,Sustainability
Ecology,BiodiversityandConservation
Water,Land,Atmosphere
Climatechange&Naturalresources
Humanpopulationsandurbansystems
ThenewHLversionofthecourseincludesthelensesoflaw,economics,andethicsrequiringfurtheranalysisand evaluationofenvironmentalissues
What can I expect to learn about in this course (main aims, objectives and content)?
Theaimofthissubjectistoexplainhowtheenvironmentworksandhowitimpactshumanlifeontheplanet Itembraces boththescientificexplorationofsystemswiththeenvironment,andthewaysinwhichhumanityinteractswiththis environmentonsocial,economic,culturalandpoliticallevels.Thecourseexploressomeofthekeyenvironmentalissues ofthe21stCenturyandlookstoevaluatetheseissuesinaholisticway
How will this course be assessed (coursework and examination requirements)?
AttheHLlevel,thefinalexternalassessmentconsistsoftwowrittenpapers(2&2.5hours)worthatotalof80%ofa student’sfinalgrade SLpapersareshorter(1&2hours)andworthatotalof75% Theinternalassessmenttaskinvolves thedesign,implementationandcompletionofanindividualinvestigationofanenvironmentalsystemsandsocieties(ESS) researchquestion Theinvestigationissubmittedasawrittenreportlimitedto3000words;worth20%forHLand25%for SLstudents.
What kind of students are suited to this course?
StudentslookingfortheflexibilityofaninterdisciplinaryGroup3/4IBDPcourse Studentsseekingtobebettersystems thinkers.Studentswhowishtostudyandunderstandclimate,ecological,andsocialchange. Previousnaturaland/orsocialsciencescourseworkcouldbeanadvantageforthoseundertakingthissubject,asarestrong math,verbal,andwrittenskills
What post-seco pathways might follow on from this course?
PopularpathwaysfromESSincludebiotech,cartography,climatechangeaction,conservation,environmental engineering,environmentallaw,resourcemanagement,politics,andtourism
Group 4: Experimental Sciences Biology
Atwhatlevelisthis courseoffered?
Howisthiscoursestructured(units,modules,keytopics)?
AtbothHigherandStandardLevels,topicsincludecellbiology,molecularbiology,genetics,ecology,evolutionand biodiversityandhumanphysiologyAtHigherLevelthecoursedealswiththesetopicsingreaterdepthwithincreasing interestcentredonmoleculargenetics,biochemistry,plantbiologyandfurtheranimalphysiology.TheadditionalHL topicsincludethetopicsoforiginsofcells,viruses,classificationandcladistics,muscleandmotility,geneexpressionand chemicalsignaling.
2023sawtheintroductionofanewsyllabusinbiologywherethesubjectisdividedintofourfundamentalthemes:
Unityanddiversity–Commonancestryhasgivenlivingorganismsmanysharedfeatureswhileevolutionhasresulted intherichbiodiversityoflifeonEarthThesefundamentalaspectsofbiologyarestudiedindepththroughoutthis theme
Formandfunction-Thisthemestudiesadaptationsandhowsomeadaptationspersistfromgenerationtogeneration toincreasechancesofsurvivalofaspecieswhilstotheradaptationsdonot
Interactionandinterdependence–Biologicalsystemsarebasedoninteractionsandinterdependencieswhichallow thesystemstoadaptatalllevels,fromthecelltowholeecosystemslevel
Continuityandchange–Biologicalsystemshavemechanismsformaintainingequilibriumandbringingaboutchange ThesemechanismswillbeinvestigatedatallscalesfromthelevelofDNAtothetheoryofnaturalselection
WhatcanIexpecttolearnaboutinthiscourse(mainaims,objectivesandcontent)?
BiologistsinvestigatethelivingworldusingmanydifferentapproachesandtechniquesAtoneendofthescaleisthecell, itsmolecularconstructionandcomplexmetabolicreactionsAttheotherendofthescalebiologistsinvestigatethe interactionsthatmakewholeecosystemsfunction
ThroughstudyingBiology,studentsshouldbecomeawareofhowscientistsworkandcommunicatewitheachotherWhile thescientificmethodmaytakeonawidevarietyofforms,theemphasisisonapracticalapproachInaddition,throughthe overarchingthemeofthe“NatureofScience”thisknowledgeandskillswillbeputintothecontextofthewayscienceand scientistsworkinthe21stCenturyandtheethicaldebatesandlimitationsofcreativescientificendeavour.
BiologyistaughtpracticallyStudentshaveopportunitiestodesigninvestigations,collectdata,developmanipulative skills,analyseresults,collaboratewithpeersandevaluateandcommunicatetheirfindingsTheinvestigationsmaybe laboratorybased,inthefieldortheymaymakeuseofsimulationsanddatabases
Howwillthiscoursebeassessed(courseworkandexaminationrequirements)?
Practicalworkcountsfor20%ofthefinalmarkStudent’spractical,analyticalandevaluativeskillsaredevelopedandthen theywillundertakearesearchbasedindividualinvestigationTheinvestigationshouldreflectthestudentsowninterests andmaybebasedonlaboratoryworkoronresearcheddataandinvolvescompletingareportTherearealsotwofinal examsinIBBiologyworth80%ofstudents'finalgrades
Whatkindofstudentsaresuitedtothiscourse?
Whilenopreviousknowledgeforthecourseisrequiredateitherlevel,abasicgroundingingeneralscienceis advantageous
Whatuniversitycoursesorcareerpathwaysmightfollowonfromthiscourse?
Biologyoffersawiderangeofcareeropportunitiesduetoitsinterdisciplinarynatureandthetransferableskillsitprovides: teaching,biomedicine,workingforNGOsandgovernment,publichealthandhealthcare
Chemistry
Atwhatlevelisthis courseoffered? StandardLevel HigherLevel
Howisthiscoursestructured(units,modules,keytopics)?
2023seestheintroductionofanewsyllabusinchemistrywherethesubjectisdividedintosixkeythemes;Structure1-3 andReactivity1-3TheStructurethemesrefertothemodelsusedtodescribethebuildingblocksofchemistrywhilstthe Reactivitythemesrefertohowchemicalsreactwiththem:
S1–Modelsofparticulatenatureofmatter
S2–Modelsofbondingandstructure
S3–Classificationofmatter
R1–Whatdriveschemicalreactions?
R2–Howmuch,howfastandhowfar?
R3–Whatarethemechanismsofchemicalchange?
WhatcanIexpecttolearnaboutinthiscourse(mainaims,objectivesandcontent)?
TheHigherLevelcourseisanexcellentpreparationforstudentsintendingtocontinuestudyingScienceorMedicineat universityand,ofcourse,forthosewhoenjoyChemistryElementaryconceptsareintroducedatamolecularlevelandthe coursethenproceedsinalogicalmannertomoreadvancedworkinphysical,organicandinorganicchemistryHLcontent isanextensionoftheSLcontentForexample,inReactivity2-HLwillgofurtherintothermodynamicsandlookatentropy, GibbsFreeenergy,andspontaneity.BasicmoleandstoichiometriccalculationsareboththesameforSLandHL.
TheStandardLevelcoursehasbeenspecificallydesignedtogivethe‘non-scientist’agoodunderstandingoftheimportant rolechemistryplaysinmodernsocietyRecentlythecoursehasbeenupdatedtoincludemorechallengingandrelevant conceptssothatitprovidesabettersupportforstudentsthatmaygoontostudyothersciencessuchasPhysics,Biology orEnvironmentalsciencesatuniversitylevel
Howwillthiscoursebeassessed(courseworkandexaminationrequirements)?
Throughoutbothcoursespracticalworkisgivenemphasisandcountsfor20%ofthefinalmark.Student’spractical, analyticalandevaluativeskillsaredevelopedduringthefirstyearofthecourseandthentheywillundertakearesearch basedindividualinvestigationduringtheirsecondyearTheinvestigationshouldreflectthestudentsowninterestsand maybebasedonlaboratoryworkoronresearcheddataandinvolvescompletingareport TherearetwofinalexamsinIBChemistryworth80%ofstudents'finalgrades.
Whatkindofstudentsaresuitedtothiscourse?
NopreviousknowledgeisassumedinthedeliveryofthecoursesinChemistryHowever,backgroundknowledgeisan advantageatbothlevels
Whatuniversitycoursesorcareerpathwaysmightfollowonfromthiscourse?
Chemistryoffersawiderangeofcarersoptions;AnalyticalChemist,ChemicalEngineer,ChemicalDevelopmentEngineer, Teaching,EnvironmentalChemist,ForensicResearcherandForensicScientist.
Here is a link to the IB Chemistry Subject Brief
Physics
Atwhatlevelisthis courseoffered?
How is this course structured (units, modules, key topics)?
2023seestheintroductionofanewsyllabusinphysicswherethesubjectisdividedintofivefundamentalthemes:
Space,timeandmotion–thisincludesNewtonianmechanics,butalsogivesHLstudentsexposuretothemind bendingtopicofspecialrelativity
Theparticulatenatureofmatter-thisincludesthermalphysicsincludingapplicationstocontemporaryissuessuchas theGreenhouseeffect,butalsogivesHLstudentsexposuretothermodynamics
Wavebehaviour–thistopicstudieswavemotionandhowthiscanbeusedtomodelnumerousphysicalphenomena. Fields–thisincludesanindepthstudyofthegravitationalandelectromagneticfieldsandtheirapplications
Nuclearandquantumphysics–thisthemetakesanintroductorydiveintothefascinatingworldofatomicand subatomicphysicstogetherwithmanyoftheastonishingandseeminglyparadoxicalimplicationsofnatureatthe quantumlevel.
What can I expect to learn about in this course (main aims, objectives and content)?
AtHigherLevelthereisalargeexperimentalelementtothecourseandagoodgraspofmathematicaltechniquesisan advantage.Thecourseisexcellentpreparationforthoseintendingtostudyphysics,engineeringorcloselyrelatedscience andtechnicalsubjectsatuniversity
ThestructureoftheStandardLevelcourseissimilartotheHigheroneandcanberecommendedtoanyone,thoughthis courserequiresacertainlevelofmathematicsaswell.
How will this course be assessed (coursework and examination requirements)?
Theclimaxoftheexperimentalprogrammeatbothlevelsisanindividualinvestigationworth20%ofthestudent'sfinal grade.Inthisinvestigationallskillsgainedduringthecourseareexpectedtobeused.TherearethreefinalexamsinIB Physicsworth80%ofstudents'finalgrades
What kind of students are suited to this course?
Nopreviousknowledgeisassumedinthedeliveryofthecoursesinphysics.However,backgroundknowledgeisan advantageatbothlevels
What university courses or career pathways might follow on from this course?
Studyingphysicsoffersawiderangeofopportunities;software,computingandconsultancyindustries,engineering, manufacturing,informationtechnology,teachingandpharmaceuticals
Here is a link to the IB Physics Subject Brief
Group5:Mathematics
TherearetwoMathematicscoursesofferedintheIBDiplomaProgrammeBothsubjectsareofferedatStandardandHigherLevel
Mathematics:AnalysisandApproachesisforstudentswhowishtostudymathematicsasasubjectinitsownrightortopursue theirinterestsinareasrelatedtomathematics
Mathematics:ApplicationsandInterpretationisforstudentswhowishtogainunderstandingandcompetenceinhow mathematicsrelatestotherealworldandothersubjects.
StudentswillrequireaCasioFX-CG100calculator,whichUWCAtlanticcansupplyatadiscountedprice
AllstudentstakeadiagnosticMathstestwhentheyarriveatUWCAtlantic,whichwillassistthestudentsandteacherstodecide whichisthebestmathscourseforthem
Mathematics:AnalysisandApproaches
Atwhatlevelisthis courseoffered?
How is this course structured (units, modules, key topics)?
Emphasisonalgebraicmethods
Developstrongskillsinmathematicalthinking
Realandabstractmathematicalproblemsolving Calculatorandnon-calculatorskills.
What can I expect to learn about in this course (main aims, objectives and content)?
Thereisastrongemphasisontheabilitytoconstruct,communicateandjustifycorrectmathematicalarguments.All coursescoverthecommoncontent:MindMapCommonContent.InadditiontothecommoncontenttheAnalysesand ApproachesStandardLevelcoursecovers:MindMapAnalysisandApproachesSL Inadditiontothese,theAnalysesand ApproachesHigherLevelCoursealsocovers:MindMapAnalysisandApproachesAHL
How will this course be assessed (coursework and examination requirements)?
Paper1
Paper2
Mathematics: Applications and Interpretations
Atwhatlevelisthis courseoffered?
How is this course structured (units, modules, key topics)?
Emphasisonmodellingandstatistics
Developstrongskillsinapplyingmathematicstothereal-world Realmathematicalproblemsolvingusingtechnology. Emphasisonhowtomodelmathematicalproblemsanduseacalculatortosolvethem
What can I expect to learn about in this course (main aims, objectives and content)?
Thereisanemphasisontheuseofmathematicsincontext,focusingontopicsthatareoftenusedasapplicationsorin mathematicalmodelling Thecoursemakesextensiveuseoftechnologytoallowstudentstoexploreandconstruct mathematicalmodels
Allcoursescoverthecommoncontent:MindMapCommonContent.InadditiontothecommoncontenttheAnalysesand ApproachesStandardLevelcoursecovers:MindMapAnalysisandApproachesSL Inadditiontothese,theAnalysesand ApproachesHigherLevelCoursealsocovers:MindMapAnalysisandApproachesAHL
How will this course be assessed (coursework and examination requirements)?
Paper1
Non-calculator
A-Shortresponses
Paper2
Paper3
Here is a link to the IB Maths AI Subject Brief
Non-alculator
Group 6: The Arts Music
Atwhatlevelisthis courseoffered?
How is this course structured (units, modules, key topics)?
Firsttermfocusesontheelementsofmusic,beginningwithrhythm,progressingthroughmelody,timbre,texture, structure,andinstrumentation,beforefinishingwithaprojectthatfocusesonharmony Studentsexploretheseelements byanalysingawiderangeofmusicfromaroundtheworld,muchofwhichwillbeunfamiliartothem.
Secondtermfocusesonexploringparticulargenresandstylesofmusic,featuringunitsonmusictechnology,musical theatre,Westernclassicalmusic,filmmusic,andsongwriting Thistermendswitharesearchpaperinwhichstudents analyseaselectionofmusicoftheirchoosing,aswellascomposingandperformingashortpiece.
Thirdtermfocusesonprojectschosenbythestudents,inwhichtheymustexperimentwithagenreofmusicthatisnewto thembyresearching,composingandperforminginthisstyle Unitsthistermincludeminimalism,counterpointand remixing.
Thefourthtermisspentworkingonthefinalcourseworkcomponentsofthecourse,withafocusonperformanceand compositioninthestudent'schosenstyles
What can I expect to learn about in this course (main aims, objectives and content)?
Fundamentally,studentslearnhowtoanalysemusic,howtoperformmusicandhowtocomposemusicinandofavariety ofstyles Studentslearnthekeyfeaturesofarangeofgenresanddeveloptheirownperformingandlisteningskills They alsolearnhowtorecordandproducetheirownmusicusingourrecordingstudioandsuiteofiMacs.Throughthecourse, studentsaresupportedthroughtheprovisionoffreeinstrumentallessons
Musicstudentsareexpectedtotakepartinourrichco-curricularprogrammeaswellasschoolconcertsandotherevents, whichrangefromaschoolmusicalinthespringtomonthlystudentconcertswhichareopentothepublic.Ourfacilitiesare excellent,providingfurtherlearningopportunitieswithsevensoundproofpracticerooms,asuiteof14newiMacs,a harpsichord,numerousdrumkits,pianosrangingfromnewuprightstoaSteinwayconcertgrand,andeverythingin between,allhousedinanewpurpose-builtdepartmentwhichopenedin2022 Wealsoincorporateseveraltripsoverthe yeartoseeconcertsinCardiff.
How will this course be assessed (coursework and examination requirements)?
Thecourseisexaminedentirelythroughaportfolioofcoursework,meaningthatstudentsdonotsitexams Instead,every studentwillneedtocompose,writeabout,andperformmusicwhichisthensubmittedtotheIB.Intheexploration component,studentssubmitawrittenportfolioofmusicalanalysis,ashortcompositionandaperformedadaptationofa pieceofmusicfromanunfamiliarcontext Intheexperimentingcomponent,studentswillsubmitafive-minuterecording ofexperimentationinperformanceandafive-minuterecordingofexperimentationincreating,alongwithawritten experimentationreport.Inthepresentingcomponent,studentswillsubmitarangeoftheirperformancesaswellasseveral compositions
Inadditiontothis,HigherLevelstudentswillundertakeacollaborativeprojectthatisinspiredbyreal-lifepracticesin contemporarymusic-making.Collaboratingwithatleastoneotherstudent,theywillplanandpresentamusicalproject (mostlikelysomekindofperformance,buttheIBdoesnotimposeanyrestrictionsonthetypeofproject),whichwillbe documentedbythestudentthrougha15-minutevideo
Whatkindofstudentsaresuitedtothiscourse?
TheHigherandStandardLevelcoursesaresuitableforthosestudentswholovemusic,desireanoutletfortheirown creativity,andseektodevelopagreaterdepthofunderstandingofmusicinallitsvariety.AtbothHigherandStandard Level,somepreviousexperienceofperformanceonaninstrumentorvoiceishighlyrecommended,butnotnecessarily required
Whatuniversitycoursesorcareerpathwaysmightfollowonfromthiscourse?
Universitycoursesincludemusic,composition,performance,musictechnology,musicology,musictheory, ethnomusicology,musictherapy
Careerpathwaysinclude:Soundengineering,compositionforfilmandtelevision,orchestralorsessionplaying,musical theatre,musicproduction,conducting,musicdirection,pianoaccompaniment,instrumentorsoundtechnician,event coordinator,stagemanagement
WhatelseisofferedforstudentswhowanttoperformorlearnmusicwithouttakingitasanIBsubject?
Instrumentallessonsareavailableforallstudents,andrunweeklyintheafternoons Studentswhoareinterestedcan signupduringorientation,orcanstarttakinglessonsatanytimebyreachingouttotheMusicDepartment Scholarships areavailabletocoverthecostoflessonsforstudentswhorequirethemandwhoshowacommitmenttomusic,orany studentcansignupforafeewhichisbilledattheendofeachterm.Thereisateamofvisitinginstrumentalteacherswho offerlessonsonthefollowinginstruments:
Bassoon
Cello
Clarinet
Doublebass
Drumkit
Fluteandpiccolo
Frenchhorn
Guitar(acoustic,electric,andbass)
Harp
Oboe
Percussion(pitchedandunpitched)
Piano
Saxophone
Trombone
Trumpet
Tuba
Violinandviola
Voice
Inaddition,therearenumerousmusicgroupsandensemblesforstudentstojoin,includingachoir,stringensemble, windensemble,musictechnologyclub,gamelanensemble,acappellagroup,jazzband,andseveralstudentbands ThereisalsoaCASforstudentswhowanttolearnthepianobutwhohaveneverplayedbefore,andatheatreCASwhich putsonamusicalproductionmostyears.ThechoirrecentlytouredOxfordaspartofProjectWeek,andallensembles playanactiveroleinthelifeofthecollege,withperformancesatmajoroccasionssuchasgraduation,thewelcome ceremony,andnumerousothereventsovertheyear
Visual Arts
Atwhatlevelisthis courseoffered? StandardLevel HigherLevel
Howisthiscoursestructured(units,modules,keytopics)?
Duringthefirsttermstudentsareintroducedtoartmediumsexplorationincludingtopicssuchas:expressivedrawing,grid scaletechnique,tonalvalues,colourtheory,photostudioportraiture,textiles,AdobeBridgeandPhotoshopforframe compositionandoptimisationofreferenceimagerystartingpoints.
Secondtermincludesspecifictechniquesincludingprintmaking(intaglio,mono,andscreen-printing)andceramicsplus contextexplorationincludingcuration,framing,criticalanalysis,paintingandarthistoryMonthlyexhibitionofwork withinthecollegecommunityandbeyond
Thirdtermisspentfocusingonstudents’strengthsanddevelopingideasforthecourseworkspecificcomponents,which arefinalisedattheendoftheterm
Fourthtermisspentfinalisingcourseworkspecificcomponentsanddevelopingartworkinmediumsofthestudents’ choiceInMarchstudentsselecttheirbestworkandpresentacoherentbodyofworktoanaudience
WhatcanIexpecttolearnaboutinthiscourse(mainaims,objectivesandcontent)?
VisualArtcelebratesdivergentthinking,creativesolutionsviacollaboration,transdisciplinarytraditionalanddigital practicesandgloballearningacrossthecurriculum.Manystudentsenjoyworkingcollaborativelytohighlightissuesand fosterchangeintheirindependentlyledwork,whichoftenreflectsglobalissuescelebratedviaaestheticinquiryThe departmenthasacomputerlab,multi-purposestudiospaces,printstudio,ceramicsbuilding,andaphotographyandfilm studio
Studentswilllearnandto:
1.explorethediversityoftheartsacrosstime,culturesandcontexts
2developacreativemindandcollaboratewithartistsonvariousprojects
3expressideascreativelyandwithcompetence
4criticallyreflectontheprocessofcreatingandexperiencingthearts
5developasinformed,perceptiveandanalyticalpractitioners
6.enjoylifelongengagementwiththearts.
7.appreciatethatart-makingenhancesknowledge,developsunderstandingandtransformswaysofbeing 8employcuriosity,creativityanddialoguetomoreopenlyengagewithself,theworldandothers
9linktheirownartisticskillswiththeircommunitiesandbeyond
TheArtDepartmenthasstronglinkswithinternationalgalleries,streetartexhibitions,artscentres,museums,andthe expertiseoffourvisitingpractisingartists,manyalsolecturingatuniversitiesandcollegesinSouthWalesandEngland
Visual Arts
Howwillthiscoursebeassessed(courseworkandexaminationrequirements)?
InVisualArtsallassessmenttasksarenon-examinationbased;therefore,allworkfromdayoneispotentiallypartofexam courseworkasitiscontinuouslygeneratedandassessed
Therewillbetwotasksthatareexternallyassessed,andonethatisinternallyassessedbytheteacherandexternally moderatedbytheIB.
Task1iscommontoSLandHL Allstudentscompletetheart-makinginquiriesportfolio Task2isdesigneddifferentlyforSLandHL,tofullyreflectthedifferentallocationofteachingtimeateachlevel SL studentscompletetheconnectionsstudyandHLstudentscompletetheartistproject Task3istheinternalassessment(IA),differentiatedbetweenSLandHL.
Throughoutthecourse,studentsareexpectedtoprovideevidenceofhowtheylearnedtocreate,connectand communicateasavisualartspractitioner
Sevenassessmentobjectsareusedtomeasurestudentsuccess: Curating-Investigating-Generating-Refining-Resolving-Situating-Synthesizing
ComponentweightingforSLandHLcourseworksubmissionsareasfollows: StandardLevel
40%-ArtMakingInquiriesPortfolio
20%-ConnectionsStudy
40%ResolvedArtworks
HigherLevel
30%-ArtMakingInquiriesPortfolio
30%-ArtistProject 40%-SelectedResolvedArtworks
Whatkindofstudentsaresuitedtothiscourse?
FromabsolutebeginnerstoproficientexperiencedartstudentswishingtopursuetheArtsatbothFurtherandHigher Educationlevel
Whatuniversitycoursesorcareerpathwaysmightfollowonfromthiscourse?
Fineartsdegreesofferspecialisationin:Sculpture,printmaking,artdesign,drawing,painting,architecture,studioarts, anddigitalmedia
Careerpathwaysinclude:Architect,fineartist,painter,printmaker,sculptor,ceramist,theatredesigner,propmaker, interior,designer,productdesigner,graphic/web/VR/AIdesigner,fineartperformer,fashion/textiledesigner,prosthetic designer,digitalprinter,userexperiencedesigner,andcomputergamedesigner
Here is a link to the IB Visual Arts Subject Brief
