WELCOME
Dear Student,
UWC Atlantic is a deliberately diverse, mission-driven international college with a strong commitment to the educational principles of Kurt Hahn, its founder. We maintain a passionate belief in the importance of education as a force for good in the world - to unite people, nations and cultures for peace and a sustainable future
Since 1962 UWC Atlantic has entrusted students with authentic responsibility and guided them to make appropriate choices and to learn from their mistakes. It is through this trust, responsibility and accountability that students learn that they can make a difference.
In its early years, UWC Atlantic co-founded the International Baccalaureate Diploma Programme, offered today at all UWCs and thousands of schools worldwide
For the first time in decades, a group of students amongst our cohort entering the College in 2023-2024, will have an opportunity to pioneer a new version of the IB Diploma through a partnership between the College and the International Baccalaureate to transform education globally.
Naheed Bardai Principal
The IB Diploma Programme
UWC Atlantic, like all the United World Colleges, offers the International Baccalaureate Diploma Programme (IBDP) The IB Diploma is a deliberate synthesis of the specialisation required in some national systems and the breadth provided in others.
In 2023-2024, UWC Atlantic will become the only school in the world to offer a new pathway within the IBDP: the Systems Transformation Pathway The Systems Transformation Pathway supports our ambition that a UWC Atlantic education develops “bridge builders and compassionate leaders, empowering them to go beyond treating symptoms to understand root causes and initiate transformative solutions to human and environmental crises ” This pioneering and distinctive new IBDP pathway has been developed out of a parternship between UWC Atlantic and the International Baccalaureate
Both pathways below lead to students receiving the full IB Diploma, subject to meeting the graduation requirements
Two Academic Pathways in the IB Diploma
CURRENT IB DIPLOMA PROGRAMME
Students completing the full IBDP are required to study six subjects across different academic areas
The six academic areas are:
Group 1: Studies in Language and Literature
Group 2: Language Acquisition
Group 3: Individuals and Societies
Group 4: Experimental Sciences
Group 5: Mathematics
Group 6: The Arts
Students must choose one subject from Groups 1-5 They must then select either one subject from Group 6 or choose a second subject from Groups 1 to 5
Students must choose three subjects at Higher Level and three subjects at Standard Level
Note: Environmental Systems and Societies is an interdisciplinary course that can be chosen as a Group 3 or a Group 4 subject
Find out more about the IB Diploma at www.ibo.org
SYSTEMS TRANSFORMATION PATHWAY
Taking the place of two Standard Level subjects in the 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 just energy transition; reversing biodiversity loss and restoring ecosystems; and responding to migration and displacement at an unprecedented scale.
Students pursuing the Systems Transformation Pathway must choose three IBDP subjects at Higher Level and one subject at Standard Level. The Systems Transformation Pathway course is worth two Standard Level subjects
To ensure breadth in their studies, students are required to take at least one subject from Groups 1 and 2 and at least one subject from Groups 4 and 5
Students can take up to two courses from each academic area (Groups 1-6), but no more than two subjects combined from Groups 1 and 2 Beyond this there are no restrictions on their subject choices
Find out more about the new Systems Transformation Pathway at https://www atlanticcollege org/transformingeducation
IB Diploma Programme Core
All students must complete the IB Diploma Programme Core
The three elements of the core are:
Theory of Knowledge (TOK): A course in which students reflect on the nature of knowledge and on how we claim to know what we know,
The Extended Essay (EE): An independent, self-directed piece of research, finishing with a 4,000-word paper, Creativity, Activity and Service (CAS): Students participate in creative, active and service activities each week in addition to a yearly Project Week
Theory of Knowledge and the Extended Essay are worth up to 3 bonus IBDP points
At UWC Atlantic, students are expected to go beyond the IB requirements of CAS and engage fully with the co-curricular programme, to develop leadership and collaboration skills, and participate in meaningful service activities throughout the college and UWC Atlantic community
Choosing a Pathway and Subjects
The IB Diploma Programme and the Systems Transformation Pathway
Step 1
Townhalls and subject information
Step 2
Subject choice form completed
Applications and first stage of selections for the Systems Transformation Pathway
24 May and 7 June 2 July
Step 3
Adaptive and diagnostic testing
Final stage of selections for the Systems Transformation Pathway
Step 4
Timetable finalised with tutor
During Orientation During Orientation
To support you with choosing the right pathway and set of subjects in the IBDP:
Step 1: We offer a series of townhall meetings for students and families in the incoming class, including one on the academic programme, and one specifically on the new Systems Transformation Pathway.
Step 2: Along with various enrolment forms, you will receive one especially to make your preliminary 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 pioneer cohort of the Systems Transformation Pathway will open at the same time. Students applying to the Pathway will be asked to submit two sets of subject choices: a set of 4 subjects they would take alongside the Pathway, and in case they are not selected, a set 6 subjects in the current IB Diploma.
Step 3: In the orientation process all first year students will take an adaptive cognitive assessment, a diagnostic test in Maths and complete an English writing exercise This is to give us an indication of your advised level in your subject selections Students shortlisted for the final stage of the selection process for the Systems Transformation Pathway will participate in a collaborative selection task during the orientation process
Step 4: Your timetable will be finalised with your tutor after the diagnostic results have been completed
Enrolment in the pioneer cohort of the Systems Transformation Pathway is subject to a selection process and the cohort will be finalised prior to the first day of classes
All other IB subjects are offered subject to availability, timetabling constraints and student numbers In case a subject is oversubscribed, random selection might be applied to decide who can take the subject The students will be notified in advance if this is likely to happen allowing them to have an alternative plan Please note that we require a minimum uptake of 6 students to offer any of the subjects We reserve the right to make the decision not to offer a subject at short notice at the beginning of term
Subject Choices 2023-2025
Systems Transformation Pathway
Higher Level 3 Higher Level subjects
Standard Level Systems Transformation Pathway
1 Standard Level subject
Studies in Language and Literature
English Language and Literature
Spanish Literature
English B
French B
Spanish B
English Language and Literature
Chinese Literature Spanish Literature School
Supported Self-Taught Language
English B
French B
Spanish B
French ab initio
Spanish ab initio
Economics Geography
Global Politics
History
Social and Cultural Anthropology Biology
Economics
Environmental Systems and Societies
Geography
Global Politics
Social and Cultural
Anthropology
Biology
Environmental Systems and Societies Physics
Analysis and Approaches
Applications and Interpretation
Analysis and Approaches
Applications and Interpretation
Music
Music
Visual
System Transformation Pathway
Leadership for Just Futures
Our new Systems Transformation Pathway is designed to give UWC graduates the education they know, and have been telling us they need to meet the 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 with some of the most complex global challenges confronting us: how to feed 8 billion people on a warming planet, how to restore and protect the biodiversity of ecosystems, how to transition away from polluting energy sources quickly and equitably, how to respond to mass displacements and migrations as a result of conflict, climate change and disasters.
Recognising that the political spaces where these challenges could be solved are increasingly polarised, and our timeline for turning things around is tightening, students will practise becoming competent at deep collaboration across differences and disciplines The complexity of these challenges can appear overwhelming, so in this pathway it is essential that students interrogate and understand the interconnected root causes of the injustices and complex crises, ecological, social, political and economic that they see unfolding in the world simultaneously
This pathway is fundamentally action-oriented; it replaces written exams and classroom-based learning with relevant, ambitious, necessary work in complex and authentic real-world contexts This curriculum equips students to go beyond treating symptoms to advance transformative change at a systems level To be effective at this, students will benefit from understanding and apprenticing themselves to systems in a specific impact area - food, biodiversity, energy, or migration Within these areas they will practise taking good action alongside peers from an incredibly diverse UWC cohort, experts and leaders amongst our influential alumni community and partner organisations, and communities leading change on the ground
System Transformation Pathway
In this course students will:
Focus on understanding and addressing the fundamentally linked root causes of socioecological crises; Deconstruct and intervene into the powerful narratives that shape attitudes and behaviours; Collaborate across differences and disciplines to understand global forces and local complexities; Practise unsettling unjust status quos and taking good action to effect lasting and meaningful change where needed
The course is made of the following components:
The course is organised in this way over the two years:
For further information please visit: https://www.atlanticcollege.org/transforming-education
Subject Choices
Group 1: Studies in Language and Literature
English Language and Literature (English A)
At what level is this course offered ? Standard Level
How is this course structured (units, modules, key topics)?
Higher Level
The English A Language and Literature course introduces the critical study and interpretation of written and spoken texts from a wide range of literary forms and non literary text-types. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption
Independent reading is an essential part of this course Assessment is ongoing with the IB oral exams at the end of the first year. Year 2 focus is on Paper 2 exams and the Higher Level Essay.
What can I expect to learn about in this course (main aims, objectives and content)?
A range of literary and non-literary texts are studied. Different genres, places and time periods are covered as well as works in translation
How will this course be assessed (coursework and examination requirements)?
At Higher Level, the exams are worth 60% of the final grade, with 20% for coursework and 20% for oral exams.
For Standard Level students, the final exams are worth 70% of their final grade with oral exams worth 30%
What kind of students are suited to this course?
Previous experience of the study of literature is desirable for this course although depending on a student’s educational background it is not essential
Students who are bilingual may choose to study two languages in Group 1 and omit Group 2
What university courses or career pathways might follow on from this course?
Journalism Media
Law Education
Politics Linguistics
Here is a link to the IB subject guide.
Chinese Literature (Chinese A)
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
The Chinese A Literature course introduces students to the analysis of literary texts It is the course through which the IB’s policy of mother-tongue entitlement is delivered Independent reading is an essential part of this course Assessment is ongoing with the IB oral exams at the end of the first year Year 2 focus is on Paper 2 exams
What can I expect to learn about in this course (main aims, objectives and content)?
This is a literary course which delivers a wide range of texts, both classical and contemporary, from different genres, places and time periods The IB course also includes the experience of studying literature in translation
How will this course be assessed (coursework and examination requirements)?
The final exams are worth 70% of their final grade with oral exams worth 30%
What kind of students are suited to this course?
This is for first language Mandarin speakers only. Previous experience of the study of literature is desirable for this course although depending on a student’s educational background it is not essential
Students who are bilingual may choose to study two languages in Group 1 and omit Group 2
What university courses or career pathways might follow on from this course?
Journalism
Media
Law
Education
Politics
Linguistics
Here is a link to the IB subject guide.
Spanish Literature (Spanish A)
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
The Spanish A Literature course introduces students to the analysis of literary texts It is the course through which the IB’s policy of mother-tongue entitlement is delivered Independent reading is an essential part of this course Assessment is ongoing with the IB oral exams at the end of the first year Year 2 focus is on Paper 2 exams and the Higher Level Essay
What can I expect to learn about in this course (main aims, objectives and content)?
This is a literary course which delivers a wide range of texts, both classical and contemporary, from different genres, places and time periods The IB course also includes the experience of studying literature in translation
Independent reading is an essential part of this course
How will this course be assessed (coursework and examination requirements)?
At Higher Level, the exams are worth 60% of the final grade, with 20% for coursework and 20% for oral exams
For Standard Level students, the final exams are worth 70% of their final grade with oral exams worth 30%
What kind of students are suited to this course?
Previous experience of the study of literature is desirable for this course although depending on a student’s educational background it is not essential
Students who are bilingual may choose to study two languages in Group 1 and omit Group 2
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 IB subject guide.
School Supported Self-Taught Languages (Language A)
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
The Language A: Literature course introduces students to the analysis of literary texts It is the course through which the IB’s policy of mother-tongue entitlement is delivered The course is automatically available in 55 languages By special request, the course may be studied in any language with a sufficiently developed written literature
Term 1: Taught lessons in which literature in translation is read
Term 2: Structured self-taught sessions
Term 3: Student responsibility for self-taught sessions
Term 4: Taught lessons in preparation for exams
What can I expect to learn about in this course (main aims, objectives and content)?
Self-Taught classes are conducted in English Transferable skills are learned, which students can then apply to texts written in their own language
How will this course be assessed (coursework and examination requirements)?
Individual Oral in Term 4 (in the student's own language, 30%)
Final written exams: Paper 1 and Paper 2 (in the student's own language, 70%)
What kind of students are suited to this course?
All students have to study an 'A' language: their mother tongue or best language For languages not taught at the College, students may opt to study their mother tongue as a Self-Taught Language at Standard Level
What university courses or career pathways might follow on from this course?
Note: Some countries require students to study their own Group 1 language for their IB diploma and for access to higher education institutions.
Translation Journalism Media Law Education Politics Linguistics
Here is a link to the IB subject guide.
Group 2: Language Acquisition
Language B: French, Spanish and English
At what level is this course offered ? Standard Level Higher Level
How is this course structured (units, modules, key topics)?
The course is structured around five themes Students explore a range of written text types as well as audio and audiovisual texts.
What can I expect to learn about in this course (main aims, objectives and content)?
Working with broad themes, students will develop productive, receptive and interactive skills which can be applied to a range of everyday situations Students will also develop an awareness of the Target Language and the relevant cultures
How will this course be assessed (coursework and examination requirements)?
The Internal Assessment is an oral exam, based on the themes and/or a literary work studied in the course (25%).
The Paper 1 final exam assesses writing skills (25%)
The Paper 2 final exam assesses receptive skills, reading and listening (50%)
What kind of students are suited to this course?
Language B is an additional language course for students who have some background in the language already
What university courses or career pathways might follow on from this course?
From B1 to C2 levels in the European Framework of relevant languages (DELF & DELE) Translation University courses with an international component
Here is a link to the IB subject guide.
Language ab initio: French and Spanish
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
The course is structured around five themes Students explore a range of written text types as well as audio and audiovisual texts
What can I expect to learn about in this course (main aims, objectives and content)?
Working with broad themes, students will develop productive, receptive and interactive skills which can be applied to a range of everyday situations. Students will also develop an awareness of the Target Language and the relevant cultures.
How will this course be assessed (coursework and examination requirements)?
The Internal Assessment is an oral exam, based on the themes and/or a literary work studied in the course (25%).
The Paper 1 final exam assesses writing skills (25%)
The Paper 2 final exam assesses receptive skills, reading and listening (50%)
What kind of students are suited to this course?
Language ab initio is a language acquisition course for students with limited or no previous experience in the language
What university courses or career pathways might follow on from this course?
From A2 to B1 levels in the European Framework of relevant languages (DELF & DELE) Translation
Here is a link to the IB subject guide.
Group 3: Individuals and Societies
Economics
At what level is this course offered ?
Level
How is this course structured (units, modules, key topics)?
Level
The economics course is focused on inquiry-based teaching and learning, in which students are given the opportunity to explore economic theories and global issues using real-world examples. The teaching of the economics content is supported by focusing on real-world issues and applying real-world examples on a global scale The course is centred around 9 key concepts which act as lenses to observe the world: scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention
What can I expect to learn about in this course (main aims, objectives and content)?
At the heart of economics is the problem of scarcity While the world’s population has unlimited needs and wants, there are limited resources to satisfy these needs and wants As a result of this scarcity, choices have to be made The economics course, at both Standard and Higher Level, uses economic theories to examine the ways in which these choices are made:
Microeconomics: At the level of producers and consumers in individual markets
Macroeconomics: At the level of the government and the national economy
The Global Economy: An international level where countries are becoming increasingly interdependent through international trade and the movement of labour and capital.
How will this course be assessed (coursework and examination requirements)?
Paper 1: Essays
Paper 2: Data response answering questions based on a news story and/study a selection of international/development economic data
Paper 3 (Higher Level only): Quantitative methods: Short answer calculations based on the entire syllabus which explores the mechanics of economics
Internal assessment: A creative economic assessment based on an up-to-date news article selected by the student that is externally moderated
What kind of students are suited to this course?
The economics course emphasises the development of: strong written, verbal, and diagrammatic communication skills; critical and complex thinking and numeracy skills; and ethical considerations that will assist students in preparing for the future global workplace
If you are interested in how society allocates scarce resources to people with unlimited wants, or want to know how the world works then Economics is the subject for you
What university courses or career pathways might follow on from this course?
Economics may be an ideal choice for students considering careers in management, finance, law, research, government and non-governmental organisations, international relations and development
Geography
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
Unit 1 Changing Population
Population and economic development patterns, changing population and places and population challenges and opportunities
Unit 2 Global Climate and Vulnerability
Causes of global climate change, consequences of global climate change and responding to climate change and building resilience
Unit 3 Global Resource Consumption and Security
Global trends in consumption, impacts of changing trends – the Water-Food-Energy nexus and resource stewardship possibilities
Unit 4 Power Places and Networks
Global interactions and global power, global networks and flows and human and physical influences on global interactions
Unit 5 Human Development and Diversity
Development opportunities, changing identities and cultures and the power of places to resist or accept change
Unit 6 Global Risks and Resilience
Geopolitical and economic risks, environmental risks and local and global resilience
What can I expect to learn about in this course (main aims, objectives and content)?
Geography is the study of places and systems and the interconnectivity between people and their environments It is a current, dynamic and relevant subject and sits perfectly with the UWC mission statement of education for a sustainable future Geography examines key global issues, such as poverty, sustainability and climate change It considers examples and detailed case studies at a variety of scales, from local to regional, national and international.
Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas
How will this course be assessed (coursework and examination requirements)?
Paper 1 (35%): 3 questions for Higher Level and 2 questions for Standard Level Each question includes data response, short answers and 1 essay
Paper 2 (25% Higher Level, 40% Standard Level): 3 data response/short answer questions based on Units 1, 2 and 3, an infographic question and 1 essay
Paper 3 (20% Higher Level only): 2 essays based on Units 4, 5 and 6
Internal assessment (20% Higher Level, 25% Standard Level): an inquiry based approach, centred on a river field trip that is externally moderated
What kind of students are suited to this course?
The curriculum suits students who are curious, who have an interest in international relations and current affairs, who question everything and who strive to find solutions to the many issues we are facing today There is no requirement to have studied geography but you should have a natural interest in the world around you
What university courses or career pathways might follow on from this course?
Popular pathways with IB geography include international relations, NGOs, surveying, cartography, conservation, sustainability, urban resilience, waste and water management, environmental planning, and tourism Also government and politics, research organisations, climate mitigation and adaption, media and law.
Global Politics
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
Unit 1: Power, sovereignty and international relations
Examines the roles of states, international organisations, and non-state actors in global affairs Focuses on power dynamics, sovereignty, and the study of international relations
Unit 2: Human rights and globalisation
Explores the challenges of protecting and promoting human rights in a globalised world
Examines the different types of human rights and the impacts of globalisation on human rights
Unit 3: Development and sustainability
Examines the challenges of promoting sustainable development and reducing poverty Focuses on the environmental, social, and economic factors that contribute to sustainable development
Unit 4: Peace and conflict
Examines the causes and consequences of conflict and the challenges of building and sustaining peace Focuses on the role of international organisations, NGOs, and civil society in promoting peace and resolving conflict.
What can I expect to learn about in this course (main aims, objectives and content)?
Throughout the course issues such as human rights, development and conflict are explored through an explicitly political lens; politics provides a uniquely rich context in which to explore how people and power interact A key aim of the course is to actively engage with global political issues, therefore the coursework element involves producing a report on a political issue that the students have engaged themselves in
How will this course be assessed (coursework and examination requirements)?
Students are assessed through a combination of internal and external assessments The written examination consists of two papers, each lasting 1 5 hours The first paper consists of structured questions based on a range of case studies, while the second paper consists of essay questions that require students to demonstrate their knowledge and understanding of the course concepts and theories The individual research project is a major component of the course, and requires students to engage in independent research and analysis on a global political issue of their choice The project is assessed by the teacher and externally moderated by the IB
What kind of students are suited to this course?
The IB Global Politics course is designed for students who are interested in exploring the complex political issues facing our world today. Students who are suited to this course are curious, analytical, and engaged, with a strong interest in global affairs and a desire to understand the political, economic, and social forces that shape our world
What university courses or career pathways might follow on from this course?
Students who study Global Politics have gone on to study the following subjects at university, among others: international relations; political science; development and sustainability; law; diplomacy and international affairs; nonprofit management; public policy; journalism
Here is a link to the IB subject guide.
History
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
The History course at UWC Atlantic comes with two options - a focus on Europe or on Africa and the Middle East Both courses engage with common themes The main difference is in the case studies we examine
History of Europe
The Move to Global War - Japan, Italy and Germany and the outbreak of World War II
European diplomacy up to World War 1 and in the interwar period
The Chinese Civil War and the rise of Mao
Late imperial Russia, the Bolshevik Revolution and the rise of Stalin
History of Africa and the Middle East
Conflict and Intervention - the Rwandan Genocide and the war in Kosovo
The Arab-Israeli conflict
The rise of Nasser and modern Egypt
The rise of Mohammad Reza Pahlavi and modern Iran
What can I expect to learn about in this course (main aims, objectives and content)?
“Those who don't know history are doomed to repeat it ” History is not only the study of the past but an active engagement with the interconnections between events, historical actors and their environments. The IB History course is a rigorous intellectual discipline, focused around key concepts such as change and continuity, causation and consequence It provides students with an opportunity for engagement with multiple perspectives and a plurality of opinions Studying history fosters a sense of inquiry and develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.
How will this course be assessed (coursework and examination requirements)?
Paper 1: Source analysis on a subject we have studied in class
Paper 2: An essay paper on larger themes such as wars in the 20th century or authoritarian leaders
Paper 3: An essay paper on one region (Europe or Africa/the Middle East) with more specific questions
Internal assessment: A historical investigation (research paper) on a topic of your choice
What kind of students are suited to this course?
Students who like to read Students who like to write But most importantly, students who are not afraid to ask questions and challenge their own beliefs You don’t need any prior historical knowledge or skills - we will help you develop these
What university courses or career pathways might follow on from this course?
Students who take history go on to study an infinite number of courses including History, Law, Accountancy, International Relations, Politics, Education, Economics, Philosophy and Economics to Law and even Medicine History is a very strong subject for university admission because it develops key skills such as argumentation, critical thinking and analysis, and research and is a subject that demonstrates an ability to understand complexity, write at length and analyse
Here is a link to the IB subject guide.
Social and Cultural Anthropology
At what level is this course offered ? Standard Level Higher Level
How is this course structured (units, modules, key topics)?
At the start of the course, students learn:
Key concepts anthropologists use to study and compare different cultures and societies
Methods and theories anthropologists employ to carry out their research and analyse social and cultural phenomena
Ethical issues anthropologists negotiate in their research
Using ethnographies and films produced by anthropologists, students study:
Areas of inquiry that reflect the varied topics anthropologists explore, including Conflict, Belonging, Health, Illness and Healing, Development and The Body Three areas of inquiry are studied at Standard Level, four at Higher Level
How to use anthropological concepts and theories to examine global issues, such as sustainability, violence, inequality, technology and globalisation
During the course, students also complete an original piece of field research This is an opportunity for students to apply what they have learned in the course to the world around them and engage in authentic anthropological practice
What can I expect to learn about in this course (main aims, objectives and content)?
Anthropology is the study of human cultures and societies in all their diversity In IB Social and Cultural Anthropology, students learn key concepts, methods and theories used by anthropologists to study and compare the different ways people live.
The IB Anthropology course aims to foster compassion and ethical behaviour in its students by training them to appreciate and comprehend diverse cultures without resorting to prejudice or bias By studying a series of ethnographies in depth, anthropology broadens students' perspectives and prompts them to engage in self-reflection - not only regarding other societies but also their own
How will this course be assessed (coursework and examination requirements)?
Anthropology students are assessed through a combination of internal and external assessments The final written exams consist of two papers, together worth 75% (Higher Level) and 80% (Standard Level) Paper 1 includes structured questions and short essays based on an unseen passage Higher Level students additionally write an essay on anthropological ethics Paper 2 consists of essay questions that require students to demonstrate their knowledge and understanding of ethnographies, concepts, topics and theories The Internal Assessment is a practical research project worth 25% (Higher Level) and 20% (Standard Level) This is assessed by the teacher and externally moderated by the IB
What kind of students are suited to this course?
For a wide range of students who are interested in human societies and cultures Students who are: curious, inquisitive, openminded, culturally sensitive, listeners, reflective, analytical, observant, empathetic
What university courses or career pathways might follow on from this course?
Anthropology offers a wide range of career opportunities due to its interdisciplinary nature and the transferable skills it provides: teaching, journalism, working for NGOs and international development, social work, police, government, business, marketing, media, management, museum curation, and public health and healthcare
Here is a link to the IB subject guide.
Group 4: Experimental Sciences
Biology
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
At both Higher and Standard Levels, topics include cell biology, molecular biology, genetics, ecology, evolution and biodiversity and human physiology. At Higher Level the course deals with these topics in greater depth with increasing interest centred on molecular genetics, biochemistry, plant biology and further animal physiology
2023 sees the introduction of a new syllabus in biology where the subject is divided into four fundamental themes:
Unity and diversity – Common ancestry has given living organisms many shared features while evolution has resulted in the rich biodiversity of life on Earth These fundamental aspects of biology are studied in depth throughout this theme
Form and function - This theme studies adaptations and how some adaptations persist from generation to generation to increase chances of survival of a species whilst other adaptations do not.
Interaction and interdependence – Biological systems are based on interactions and interdependencies which allow the systems to adapt at all levels, from the cell to whole ecosystems level
Continuity and change – Biological systems have mechanisms for maintaining equilibrium and bringing about change
These mechanisms will be investigated at all scales from the level of DNA to the theory of natural selection.
What can I expect to learn about in this course (main aims, objectives and content)?
Biologists investigate the living world using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions At the other end of the scale biologists investigate the interactions that make whole ecosystems function
Through studying Biology, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis is on a practical approach In addition, through the overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of the way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour
Biology is taught practically Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings The investigations may be laboratory based, in the field or they may make use of simulations and data bases
How will this course be assessed (coursework and examination requirements)?
Practical work counts for 20% of the final mark Student’s practical, analytical and evaluative skills are developed and then they will undertake a research based individual investigation The investigation should reflect the students own interests and may be based on laboratory work or on researched data and involves completing a report There are also two final exams in IB Biology worth 80% of students' final grades
What kind of students are suited to this course?
While no previous knowledge for the course is required at either level, a basic grounding in general science is advantageous
What university courses or career pathways might follow on from this course?
Biology offers a wide range of career opportunities due to its interdisciplinary nature and the transferable skills it provides: teaching, biomedicine, working for NGOs and government, public health and healthcare
Chemistry
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
2023 sees the introduction of a new syllabus in chemistry where the subject is divided into six key themes; Structure 1-3 and Reactivity 1-3 The Structure themes refer to the models used to describe the building blocks of chemistry whilst the Reactivity themes refer to how chemicals react with them:
S1 – Models of particulate nature of matter
S2 – Models of bonding and structure
S3 – Classification of matter
R1 – What drives chemical reactions?
R2 – How much, how fast and how far?
R3 – What are the mechanisms of chemical change?
What can I expect to learn about in this course (main aims, objectives and content)?
The Higher Level course is an excellent preparation for students intending to continue studying Science or Medicine at university and, of course, for those who enjoy Chemistry. Elementary concepts are introduced at a molecular level and the course then proceeds in a logical manner to more advanced work in physical, organic and inorganic chemistry
The Standard Level course has been specifically designed to give the ‘non-scientist’ a good understanding of the important role chemistry plays in modern society. Recently the course has been updated to include more challenging and relevant concepts so that it provides a better support for students that may go on to study other sciences such as Physics, Biology or Environmental sciences at university level
How will this course be assessed (coursework and examination requirements)?
Throughout both courses practical work is given emphasis and counts for 20% of the final mark Student’s practical, analytical and evaluative skills are developed during the first year of the course and then they will undertake a research based individual investigation during their second year The investigation should reflect the students own interests and may be based on laboratory work or on researched data and involves completing a report
There are two final exams in IB Chemistry worth 80% of students' final grades
What kind of students are suited to this course?
No previous knowledge is assumed in the delivery of the courses in Chemistry However, background knowledge is an advantage at both levels
What university courses or career pathways might follow on from this course?
Chemistry offers a wide range of carers options; Analytical Chemist, Chemical Engineer, Chemical Development Engineer, Teaching, Environmental Chemist, Forensic Researcher and Forensic Scientist
Here is a link to the IB subject guide.
Physics
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
2023 sees the introduction of a new syllabus in physics where the subject is divided into five fundamental themes:
Space, time and motion – this includes Newtonian mechanics, but also gives HL students exposure to the mind bending topic of special relativity
The particulate nature of matter - this includes thermal physics including applications to contemporary issues such as the Greenhouse effect, but also gives HL students exposure to thermodynamics
Wave behaviour – this topic studies wave motion and how this can be used to model numerous physical phenomena
Fields – this includes an in depth study of the gravitational and electromagnetic fields and their applications
Nuclear and quantum physics – this theme takes an introductory dive into the fascinating world of atomic and subatomic physics together with many of the astonishing and seemingly paradoxical implications of nature at the quantum level
What can I expect to learn about in this course (main aims, objectives and content)?
At Higher Level there is a large experimental element to the course and a good grasp of mathematical techniques is an advantage. The course is excellent preparation for those intending to study physics, engineering or closely related science and technical subjects at university
The structure of the Standard Level course is similar to the Higher one and can be recommended to anyone, though this course requires a certain level of mathematics as well.
How will this course be assessed (coursework and examination requirements)?
The climax of the experimental programme at both levels is an individual investigation worth 20% of the student's final grade In this investigation all skills gained during the course are expected to be used There are three final exams in IB Physics worth 80% of students' final grades
What kind of students are suited to this course?
No previous knowledge is assumed in the delivery of the courses in physics However, background knowledge is an advantage at both levels
What university courses or career pathways might follow on from this course?
Studying physics offers a wide range of opportunities; software, computing and consultancy industries, engineering, manufacturing, information technology, teaching and pharmaceuticals
Here is a link to the IB subject guide.
Environmental Systems and Societies
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
Environmental Systems and Societies (ESS) is firmly grounded in both scientific exploration of environmental systems in their structure and function, and in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment Its interdisciplinary nature allows students to draw upon a range of subjects across Group 3 and Group 4 in order to establish connections between the natural and human environment.
The syllabus content is listed below:
Foundations of Environmental Systems and Societies
Ecosystems and Ecology
Biodiversity and Conservation
Water and Aquatic Food Production Systems and Societies
Soil Systems and Terrestrial Food Production Systems and Societies
Atmospheric Systems and Societies
Climate Change and Energy Production
Human Systems and Resource Use
Practical work, either through laboratory or fieldwork are an integral component of the course, and there is a single piece of internal assessment (coursework) based on a student-led investigation of an environmental issue of global significance to be studied at a local scale No previous scientific or geographical knowledge is needed, but it could be an advantage for those undertaking this subject.
What can I expect to learn about in this course (main aims, objectives and content)?
The aim of this subject is to explain how the environment works and how it impacts human life on the planet It embraces both the scientific exploration of systems with the environment, and the ways in which humanity interacts with this environment on social, economic, cultural and political levels The course explores some of the key environmental issues of the 21st Century and looks to evaluate these issues in a holistic way
How will this course be assessed (coursework and examination requirements)?
Practical work, either through laboratory or fieldwork are an integral component of the course, and there is a single piece of internal assessment (worth 25% of students' final grades) based on a student-led investigation of an environmental issue of global significance to be studied at a local scale. There are also two final exams in ESS worth 75% of students' final grades.
What kind of students are suited to this course?
No previous scientific or geographical knowledge is needed, but it could be an advantage for those undertaking this subject
What university courses or career pathways might follow on from this course?
Popular pathways with ESS include surveying, cartography, conservation, sustainability, town or transport planning, waste and water management, politics, environmental planning, and tourism. Additional career pathways include the army, government, research organisations and law
Here is a link to the IB subject guide
Group 5: Mathematics
There are two Mathematics courses offered in the IB Diploma Programme. Both subjects are offered at Standard and Higher Level.
Mathematics: Analysis and Approaches is for students who wish to study mathematics as a subject in its own right or to pursue their interests in areas related to mathematics
Mathematics: Applications and Interpretation is for students who wish to gain understanding and competence in how mathematics relates to the real world and other subjects
Students will require a Casio FX-CG50 calculator, which UWC Atlantic can supply at a discounted price
All students take a diagnostic Maths test when they arrive at UWC Atlantic, which will assist the students and teachers to decide which is the best maths course for them
Mathematics: Analysis and Approaches
At what level is this course offered ?
Level
How is this course structured (units, modules, key topics)?
Emphasis on algebraic methods. Develop strong skills in mathematical thinking
Real and abstract mathematical problem solving
Calculator and non-calculator skills
What can I expect to learn about in this course (main aims, objectives and content)?
Level
There is a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments
How will this course be assessed (coursework and examination requirements)?
Standard Level
Paper 1
- Short responses
Extended responses
Paper 2
Short responses
Extended responses
Paper 3
responses
Short responses
Mathematics: Applications and Interpretations
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
Emphasis on modelling and statistics
Develop strong skills in applying mathematics to the real-world
Real mathematical problem solving using technology
Emphasis on how to model mathematical problems and use a calculator to solve them
What can I expect to learn about in this course (main aims, objectives and content)?
There is an emphasis on the use of mathematics in context, focusing on topics that are often used as applications or in mathematical modelling The course makes extensive use of technology to allow students to explore and construct mathematical models
How will this course be assessed (coursework and examination requirements)?
Standard Level Higher Level
Paper 1 Non-calculator
- Short responses
- Extended responses
Paper 2
Extended responses
Non -alculator
- Short responses
- Extended responses
Group 6: The Arts
Music
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
First term focuses on the elements of music, beginning with rhythm, progressing through melody, timbre, texture, structure, and instrumentation, before finishing with a project that focuses on harmony. Students explore these elements by analysing a wide range of music from around the world, much of which will be unfamiliar to them
Second term focuses on exploring particular genres and styles of music, featuring units on music technology, musical theatre, Western classical music, film music, and songwriting. This term ends with a research paper in which students analyse a selection of music of their choosing, as well as composing and performing a short piece
Third term focuses on projects chosen by the students, in which they must experiment with a genre of music that is new to them by researching, composing and performing in this style. Units this term include minimalism, counterpoint and remixing.
The fourth term is spent working on the final coursework components of the course, with a focus on performance and composition in the student's chosen styles
What can I expect to learn about in this course (main aims, objectives and content)?
Fundamentally, students learn how to analyse music, how to perform music and how to compose music in and of a variety of styles. Students learn the key features of a range of genres and develop their own performing and listening skills. They also learn how to record and produce their own music using our recording studio and suite of iMacs Through the course, students are supported through the provision of free instrumental lessons
Music students are expected to take part in our rich co-curricular programme as well as school concerts and other events, which range from a school musical in the spring to monthly student concerts which are open to the public Our facilities are excellent, providing further learning opportunities with seven soundproof practice rooms, a suite of 14 new iMacs, a harpsichord, numerous drum kits, pianos ranging from new uprights to a Steinway concert grand, and everything in between, all housed in a new purpose-built department which opened in 2022 We also incorporate several trips over the year to see concerts in Cardiff
How will this course be assessed (coursework and examination requirements)?
The course is examined entirely through a portfolio of coursework, meaning that students do not sit exams. Instead, every student will need to compose, write about, and perform music which is then submitted to the IB In the exploration component, students submit a written portfolio of musical analysis, a short composition and a performed adaptation of a piece of music from an unfamiliar context In the experimenting component, students will submit a five-minute recording of experimentation in performance and a five-minute recording of experimentation in creating, along with a written experimentation report In the presenting component, students will submit a range of their performances as well as several compositions
In addition to this, Higher Level students will undertake a collaborative project that is inspired by real-life practices in contemporary music-making Collaborating with at least one other student, they will plan and present a musical project (most likely some kind of performance, but the IB does not impose any restrictions on the type of project), which will be documented by the student through a 15-minute video
What kind of students are suited to this course?
The Higher and Standard Level courses are suitable for those students who love music, desire an outlet for their own creativity, and seek to develop a greater depth of understanding of music in all its variety At both Higher and Standard Level, some previous experience of performance on an instrument or voice is highly recommended, but not necessarily required
What university courses or career pathways might follow on from this course?
University courses include music, composition, performance, music technology, musicology, music theory, ethnomusicology, music therapy
Career pathways include: Sound engineering, composition for film and television, orchestral or session playing, musical theatre, music production, conducting, music direction, piano accompaniment, instrument or sound technician, event coordinator, stage management
Here is a link to the IB subject guide.
Visual Arts
At what level is this course offered ?
How is this course structured (units, modules, key topics)?
First term covers the following topics: expressive drawing, grid scale technique, tonal values, colour theory, photo studio portraiture, 3D headgear design, textiles, Adobe Bridge and Photoshop for frame composition and optimisation of reference imagery starting points The term ends with the exhibition of A1 portrait exam pieces as well as photography
Second term begins with printmaking (intaglio, mono, and screen-printing) before moving on to curation, framing, comparative study, critical analysis, painting and art history Exam pieces are exhibited at the end of term
Third term is spent focusing on students’ strengths and developing ideas for the Comparative Study, which is finalised at the end of the term 2-3 exam pieces are completed this term and exhibited in December
Fourth term is spent finalising the Process Portfolio IA coursework and developing artwork in mediums of the students’ choice (wherever they show most strength) In March each student selects their best work, frames it, and curates a coherent exhibition for display
What can I expect to learn about in this course (main aims, objectives and content)?
Visual Art celebrates divergent thinking, creative solutions via collaboration, transdisciplinary traditional and digital practices and global learning across the curriculum Many students enjoy working collaboratively to highlight issues and foster change in their independently led thematic work, which often reflects global issues celebrated via aesthetic inquiry.
The department has a computer lab, multi-purpose studio spaces, a print studio, a ceramics building and a chromakey special effects VR, photography, and film studio During the first year students are involved in a series of projects (listed above), and the Autumn term culminates in a showcase of students’ exam work in the form of a collaborative creative Showcase featuring music and designs or Time-Based Art projected and performed for the entire college to celebrate all college creativity
The Art Department has strong links with international galleries, street art exhibitions, arts centres, museums, and the expertise of four visiting practising artists, many also lecturing at universities and colleges in South Wales and England.
How will this course be assessed (coursework and examination requirements)?
Visual Arts students do not sit exams but instead are marked on coursework alone; therefore, all work from day one is potential exam coursework as it is continuously generated and assessed
The Visual Arts coursework is divided into three sections: Visual Arts in Context, Visual Arts Methods, and Communicating Visual Arts Both Standard Level and Higher Level courses are open to complete beginners, although a different amount of work is expected ; the Higher Level final exhibition features 8-11 of students’ best works while Standard Level includes 4-7 pieces In order to take the subject at either level and achieve success, students require self-motivation, an open and inquisitive mind and a preparedness for investigation into different times, cultures and techniques in relation to their own work In all cases, the cultural background and individual needs of the student form the basis of the teaching programme
The three pieces of coursework make up the following proportion of the student’s final assessment: Comparative Study 20%; Process Portfolio 40%; Exhibition 40%
What kind of students are suited to this course?
From absolute beginners to proficient experienced art students wishing to pursue the Arts at both Further and Higher Education level
What university courses or career pathways might follow on from this course?
Art Foundation Course at Further Education Colleges followed by a BA (Hons) Art/Design degree course; Liberal Arts courses and Davis Scholarships
Career pathways includes: Architecture, fine artist, painter, printmaker, sculpture, ceramist, theatre designer, prop maker, interior designer, product designer, AI interactive design, web design, graphic design, fine art performance, fashion design, textile design, VR design, prosthetic design, digital printing, user experience designer, computer game designer
Here is a link to the IB subject guide.
