IB Handbook
A very warm welcome!
Whether you are joining us for the first time, or continuing your education with us, we are very proud that you have chosen Westbourne for your Sixth Form studies.
This handbook is designed to help you dispel any anxieties and answer questions, as well as to explain the expectations of you as both a member of the Sixth Form and the wider community.
At Westbourne, we provide a purposeful environment in which you will be challenged to your full potential and to develop your particular interests and talents as far as you can. To achieve this you must be prepared to rise to the challenge that the IB Diploma offers you. The International Baccalaureate is highly regarded globally as it allows you to not just learn knowledge, but to apply it critically. As you follow the Theory of Knowledge course you will consider how you think. You will be expected to be honest, responsible, kind, tolerant, responsive and hardworking.
Your teachers are here to help guide your development in a
community that provides for your intellectual, social, emotional and moral growth. As part of the inner core of the Diploma, the CAS programme will see you take on roles of responsibility and participate in sporting and cultural activities.
Mutual trust, respect and consideration for others, good sense and good humour will ensure that your time in the Sixth Form is both productive and enjoyable. If you make the most of the opportunities available, work hard and follow the advice given, you will be able to achieve real success.
It is important to recognise that your time at Westbourne is part of your pathway to future achievement and prosperity. Use your time well and remember, gesta non verba.
Mrs
Nia John IB Deputy
“Excellence, then, is not an act but a habit.” Aristotle
Sixth Form Ethos
Respect, achievement, hard work
We expect students of Westbourne to respect the people they work with; students, teachers, other staff and younger students. Remember, as senior students in the school, you are role models. How you behave in school and the community directly reflects on the whole school.
Every student should strive for excellence in all that they do in order to reach their goals. Hard work is central to the ethos of Sixth Form life. Your progress and achievement will be continually monitored through a half termly tracker and an end of term grade. You will undertake mock examinations in the January and June of IB1. These results will be crucial to your progress to IB2 and will be used as predictive grades for your university application in the autumn term of IB2. In the December of IB2 you will sit the last set of mock examinations. Your success will be the direct result of the hard work you put into your studies from day one.
What does this mean for you?
♦ Take responsibility for your studies.
♦ Manage your private study periods.
♦ Punctuality to lessons is vital — use your time constructively.
♦ Be very clear of all coursework deadlines and examination dates in each of your subjects.
♦ Complete all tasks on time but seek help if you are unsure.
♦ Prepare thoroughly for all your lessons. There is rarely a time when you have nothing to do!
♦ Read around the topic studied.
♦ Review work from previous sessions.
♦ Revise work.
♦ Practise examination questions.
The IB Diploma Advantage
The International Baccalaureate Diploma Programme (IBDP), is designed for motivated students aged 16 to 19. The programme has earned a reputation for rigorous assessment, referred to as ‘the gold standard in secondary education’ and giving IBDP holders access to the world’s leading universities.
Student performance is measured against well-defined levels of achievement consistent from one examination session to the next; therefore, academic standards are maintained globally over the years.
Westbourne International
Westbourne International represents the Westbourne family of schools across the globe. With 1 - 2 new IB Diploma colleges opening each year, students have excellent opportunities to engage in joint projects, share experiences, discuss international issues and benefit from different perspectives and the points of view from different countries, cultures and perspectives. Westbourne College Sydney launched in 2021, Westbourne College Singapore in 2023 with colleges due to launch in India, New Zealand and the US in the coming years.
The IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Westbourne School Mission Statement
Westbourne develops well-rounded, deeply thoughtful, socially responsible and globally minded leaders of the future for the careers of the future.
History of the International Baccalaureate’s Diploma Programme (IBDP)
Launched in 1968 to establish a common curriculum and university entry credential for students moving from one country to another. International educators were motivated not only by practical considerations but also by an idealistic vision: students should share an academic experience that would emphasise critical thinking, intercultural understanding and exposure to a variety of points of view.
IB Diploma Core
The programme has the strengths of a traditional and broad curriculum, but with three important additional compulsory features. These represent different forms of experiential learning and as such are linked to one another to create a holistic experience as well as supporting the main academic subjects.
1. Theory of Knowledge (TOK)
TOK is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom.
TOK will challenge you to question the bases of knowledge, to be aware of subjective and ideological biases, to use critical thinking and evaluative skills and to develop the ability to analyse evidence that is expressed in rational argument.
It is a key element in encouraging you to appreciate other cultural perspectives and different points of view. The course is unique to the Diploma Programme and recommends at least 100 hours of teaching time running concurrently with other subjects.
2. Creativity, Activity, Service (CAS)
The IB’s goal is to educate the whole person and foster responsible, compassionate citizens. The CAS programme encourages students to share their energy and special talents with others as they reflect on their experiences and discover hidden talents and develop excellent soft skills which are much sought-after by employers. Our students, through these activities, will develop greater awareness of themselves, concern for others, and the ability to work cooperatively with other people.
CAS activities will be approved by the CAS Co-ordinator and undertaken under appropriate supervision. CAS activities should be ongoing,challenging and a new experience for the student. The need to reflect both during and at the end of the process ensures the activities become learning experiences.
3. The Extended Essay
This element of the Core offers you the opportunity to investigate a topic of special interest, in the form of a 4,000-word piece of independent research. You select an area of research from your Diploma Programme Subjects and learn the independent research and writing skills expected at university. This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner. It is intended to promote high-level research and writing skills, intellectual discovery and creativity.
The IB recommends that you devote a total of about 40 hours of private study and writing time to the essay. A substantial and challenging piece of work, however you will receive step by step guidance and support throughout the whole process.
The IB Learner Profile
The aim of the IB Diploma Programme is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Through the IB Learner Profile this aim is worked out on the ground and over the two years of the Diploma Programme. The characteristics below will develop students into well-educated, impressive young people, fully equipped to be the leaders of the future. The IB Diploma Programme is not just about what you learn; it is about who you become as you learn.
Inquirers
Have a natural curiosity and learn to acquire the skills necessary to conduct inquiry and research and show independence in learning. You actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable
Explore concepts, ideas and issues that have local and global significance. In doing so you acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers
Exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.
Communicators
Understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. You are willing to work in collaboration with others.
Act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. You Take responsibility for your own actions and the consequences that accompany them.
Understand and appreciate your own cultures and personal histories, and are open to the perspectives,values and traditions of other individuals and communities. You seek and evaluate a range of points of view and you are willing to grow from the experience. Open-minded
Show empathy, compassion and respect towards the needs and feelings of others. You have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Caring
Approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new roles, ideas and strategies. You Are brave and articulate in defending your beliefs. Risk Taker
Balanced
Understand the importance of intellectual, physical and emotional balance to achieve personal well-being for yourself and others.
Give thoughtful consideration to your own learning and experience. You are able to assess and understand your strengths and limitations in order to support your learning and personal development.
The Diploma Curriculum
Six academic subjects
The IB requires a holistic programme to be studied over a range of academic disciplines. You must select six subjects to study. Three Subjects will be studied in depth at Higher Level (HL) and three subjects will be studied at slightly less depth at Standard Level (SL). This Arrangement provides both depth and breadth of academic study and will give you a range of skills not developed by other year Sixth Form curricular.
Your studies will benefit from a deliberate combination of academic depth and breadth. A deliberate compromise between specialisation and breadth. The science-oriented student is challenged to learn another language and the talented linguist becomes familiar with laboratory procedures. The social scientist keeps touch with mathematics and the linguist stays familiar with scientific principles – the perfect all-round educated young person.
Offered at Westbourne School
Group
Subjects
1. Language A English Language and Literature
2. Language Acquisition A second language at ab initio
3. Individuals and Societies Economics, Business Management, History, Environmental Systems and Societies
4. Science Biology, Chemistry, Physics, Computer Sciences, Environmental Systems & Societies
5. Mathematics Analysis and Approaches
Language A
“A word after a word after a word is power.” Margaret Atwood
INTRODUCTION
Course description and aims
The Language A: Language and Literature course aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices.
The course also encourages students to question the meaning generated by language and texts. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.
The study of literature in translation from other cultures is especially important to IB DP students because it contributes to a global perspective. Texts are chosen from a variety of sources, genres and media.
English available at HL and SL.
COURSE CONTENT
Our approach
♦ Introduce students to a range of texts from different periods, styles and genres.
♦ Develop in students the ability to engage inclose, detailed analysis of individual texts and make relevant connections develop the students’ powers of expression, both in oral and written communication.
♦ Encourage students to recognize the importance of the contexts in which texts are written and received.
♦ Encourage an appreciation of the different perspectives of other cultures, and how these perspectives construct meaning.
♦ Encourage students to appreciate the formal,stylistic and aesthetic qualities of texts.
♦ Promote in students an enjoyment of, and lifelong interest in, language and literature.
♦ Develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts.
♦ Encourage students to think critically about the different interactions between text, audience and purpose.
Language Acquisition
INTRODUCTION
Course description and aims
Language Acquisition consists of two modern language courses: Language ab initio and Language B, both designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken.
SUBJECT
Language ab initio
Offered at SL only, language ab initio is a language acquisition course designed for students with no previous experience in—or very little exposure to—the target language.
♦ Language ab initio students develop their receptive, productive and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts.
♦ Students develop the ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organisation and sharing the planet.
♦ While the themes are common to both language ab initio and language B, the language ab initio syllabus additionally prescribes four topics for each of the five themes, for a total of 20 topics that must be addressed over the two years of the course.
SUBJECT
Language B
Language B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts.
There are five prescribed themes: identities, experiences, human ingenuity, social organisation and sharing the planet.
Both Language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills.
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At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand in order to communicate. Students continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s).
COURSE CONTENT
Common aims of Language B subjects
The following language acquisition aims are common to both Language ab initio and Language B.
♦ Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.
♦ Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.
♦ Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.
♦ Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.
♦ Develop students’ awareness of the importance of language in relation to other areas of knowledge.
♦ Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.
♦ Provide students with a basis for further study,work and leisure through the use of an additional language.
♦ Foster curiosity, creativity and a lifelong enjoyment of language learning.
Business Management
INTRODUCTION
Course description and aims
The Business Management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques.
Students learn to analyse, discuss and evaluate business activities at local, national and international levels.
COURSE CONTENT
Our approach
♦ The course covers a range of organisations from all sectors, as well as the socio-cultural and economic contexts in which those organisations operate.
♦ Key characteristics of business organisation and environment and the business functions of human resource management, finance and accounts, marketing and operations management.
♦ Links between the topics are central to the course. Through the exploration of six underpinning concepts (change, culture, ethics, globalisation, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment.
♦ Conceptual learning is firmly anchored in business management theories, tools and techniques and placed in the context of real-world examples and case studies.
♦ The course encourages the appreciation of ethical concerns at both a local and global level. It aims to develop relevant and transferable skills, including the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation.
♦ The course also develops subject-specific skills, such as financial analysis.
Economics
INTRODUCTION
Course description and aims
Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world.
At the heart of economic theory 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 DP economics course,at both SL and HL, uses economic theories to examine the ways in which these choices are made:
♦ at the level of producers and consumers in individual markets (microeconomics)
♦ at the level of the government and the national economy (macroeconomics)
♦ at an international level where countries are becoming increasingly interdependent through international trade and the movement of labour and capital (the global economy).
COURSE CONTENT
Our approach
♦ Given the rapidly changing world, economic activity and its outcomes are constantly in flux. Therefore, students are encouraged, throughout the course, to research current real-world issues. Through their own inquiry, it is expected that students will be able to appreciate both the values and limitations of economic models in explaining real-world economic behaviour and outcomes.
♦ By focusing on the six real-world issues through the nine key concepts (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention), students of the DP economics course will develop the knowledge, skills, values and attitudes that will encourage them to act responsibly as global citizens.
♦ For the internal assessment, both standard level and higher level candidates are required to produce a portfolio of three commentaries based on published extracts from the news media using the key concepts as a lens. In addition, for the external assessment, there are two examinations for standard level students and three examinations at higher level.
History
INTRODUCTION
Course description and aims
History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline,allowing opportunity for engagement with multiple perspectives and opinions.
Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.
COURSE CONTENT
Our approach
♦ The IBDP history course is a world history course based on a comparative, multi-perspective approach to history and focused around key historical concepts such as change, causation and significance.
♦ It involves the study of a variety of types of history, including political, economic, social and cultural, encouraging students to think historically and to develop historical skills. In this way, the course involves a challenging and demanding critical exploration of the past.
♦ The DP history course requires students to study and compare examples from different regions of the world, helping to foster international mindedness.
“A people without the knowledge of their past history, origin and culture is like a tree without roots” Marcus Garvey
Biology
“We ignore public understanding of science at our peril.” Eugenie Clark
INTRODUCTION
Course description and aims
Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge.
Biologists attempt to understand the living world at all levels from themicro to the macro using many different approaches and techniques.
Biology is still a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment.
By studying biology in the DP students should become aware of how scientists work and communicate with each other.
COURSE CONTENT
Our approach
♦ While the scientific method may take on a wide variety of forms, it is the emphasis on practical approach through experimental work that characterises the sciences.
♦ Teachers provide students with opportunities to design investigations,collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings.
Chemistry
INTRODUCTION
Course description and aims
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills.
It is often called the central science as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science.
COURSE CONTENT
Our approach
♦ Through studying a science subject, 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 on a practical approach.
♦ 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.
♦ The sciences are 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 or they may make use of simulations and data bases.
♦ Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.
Environmental Systems and Societies
INTRODUCTION
Course description and aims
The Environmental Systems and Societies (ESS) course offers students a comprehensive understanding of the environment and the interconnectedness of human societies with natural systems.
As an interdisciplinary course, ESS integrates concepts from both the natural and social sciences, encouraging students to explore environmental issues from a scientific, ethical, and socio-political perspective. Students will gain an understanding of the structure and function of ecosystems, the impact of human activities on the environment, and the sustainability challenges facing the planet today.
COURSE CONTENT
Our approach
ESS is taught through a combination of theoretical lessons, practical fieldwork, case studies, and discussions. Students are encouraged to engage with current environmental debates, understand their local environmental context, and apply scientific methodologies to real-world challenges.
♦ Foundations of Environmental Systems: Study of ecosystems, energy flow, and nutrient cycles, focusing on the relationship between organisms and their environment.
♦ Human Impact on the Environment: Exploration of issues such as biodiversity loss, pollution, climate change, and resource depletion, analysing the roles of various societal factors in these global challenges.
♦ Sustainable Development: Examination of environmental management practices, sustainable resource use, and strategies for achieving a balanced relationship between human activity and environmental preservation.
♦ Environmental Value Systems: Discussion of different value systems and perspectives, including anthropocentrism, ecocentrism, and deep ecology, which influence environmental decision-making and policy.
♦ Global Environmental Challenges: Case studies on issues such as deforestation, ocean acidification, and overfishing, with a focus on the role of local, national, and international efforts in addressing these concerns.
Physics
INTRODUCTION
Course description and aims
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations.
Besides helping us better understand the natural world, physics gives us the ability to alter our environments. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists.
By studying physics 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, it is the emphasis on a practical approach through experimental work that characterises the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings.
COURSE CONTENT
Our approach
Through the overarching theme of the nature of science, the aims of the DP science course are to enable students to:
♦ Appreciate scientific study and creativity within a global context through stimulating and challenging opportunities.
♦ Acquire a body of knowledge, methods and techniques that characterise science and technology.
♦ Apply and use a body of knowledge, methods and techniques that characterise science and technology.
♦ Develop an ability to analyse, evaluate and synthesise scientific information.
♦ Develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities.
♦ Develop experimental and investigative scientific skills including the use of current technologies.
♦ Develop and apply 21st century communication skills in the study of science.
♦ Become critically aware, as global citizens,of the ethical implications of using science and technology.
♦ Develop an appreciation of the possibilities and limitations of science and technology.
♦ Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.
Computer Science
INTRODUCTION
Course description and aims
IBDP computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate.
The course, underpinned by conceptual thinking, drawson a wide spectrum of knowledge, and enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how computer science interacts with and influences cultures, society and how individuals and societies behave, and the ethical issues involved. During the course the student will develop computational solutions. This will involve the ability to:
♦ Identify a problem or unanswered question.
♦ Design, prototype and test a proposed solution.
♦ Liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.
COURSE CONTENT
Our approach
♦ Provide opportunities for study and creativity within a global context that will stimulate and challenge students developing the skills necessary for independent and lifelong learning.
♦ Provide a body of knowledge, methods and techniques that characterise computer science.
♦ Enable students to apply and use a body of knowledge, methods and techniques that characterise computer science.
♦ Demonstrate initiative in applying thinking skills critical to identify and resolve complex problems.
♦ Engender an awareness of the need for,and the value of, effective collaboration and communication in resolving complex problems.
♦ Develop logical and critical thinking as well as experimental, investigative and problem-solving skills.
♦ Develop and apply the students’ information and communication technology skills in the study of computer science to communicate information confidently and effectively.
♦ Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.
“Your best and wisest refuge from all troubles is in your science.” Ada Lovelace
Mathematics
“The only way to learn mathematics is to do mathematics” Paul Halmos
INTRODUCTION
Course description and aims
Students wishing to take Maths at Higher Level will require a minimum of Grade 8 at GCSE Maths, or equivalent achievement.
♦ Develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power.
♦ Develop an understanding of the concepts,principles and nature of mathematics.
♦ Communicate mathematics clearly, concisely and confidently in a variety of contexts.
♦ Develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics.
♦ Employ and refine their powers of abstraction and generalisation.
♦ Take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities of others.
COURSE CONTENT
Analysis and Approaches
♦ Appreciate how developments in technology and mathematics influence each other.
♦ Appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics.
♦ Appreciate the universality of mathematics & its multicultural, international and historical perspectives.
♦ Appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course.
♦ Develop the ability to reflect critically upon their own work and the work of others.
♦ Independently and collaboratively extend their understanding of mathematics.
External Examinations & Written Assessments
The Diploma Programme will see a range of assessments. Usually, these fall into three categories:
1. Informal assessments set by your subject teacher. These do not contribute to your final grade; however,they are useful as a means of informing both you and your teacher of your academic progress and understanding.
2. Internal assessments (IAs) are a range of different tasks and assignments, which are assessed initially by your teacher and moderated by an external marker. Usually, IAs count for 20% of your final grade in each subject. There will be a timeline which will include dates for IA assessments. You are advised to note these carefully as failure to submit an IA is extremely detrimental to your final assessment.
3. Final assessments. These are sat in May at the end of your second year. These are set externally and are assessed by an examiner, who is not your subject teacher. These usually consist of two or three papers, taken separately and usually on different days. Examinations vary in length and may include aural and written, long and short responses, data-based questions, essays and multiple-choice questions.
Time management
In order to assist students through the academic year, a calendar of deadlines, which includes all major dates for the year, will be distributed at the beginning of the School year. These include, but are not limited to, the Internal Assessment due dates, mock and final exams, semester exams, and the EE, CAS and TOK deadlines.
These deadlines have been carefully constructed to help our students manage the workload; therefore, it is essential all students adhere to this timeline.
Assessment
We use a grading scale of 1-7, the descriptors of which can be seen in the table below. All formative and summative work will be assessed using this scale, which can give an indication of a student's possible performance in the exams. However, please note that earning a grade 5 in a class assessment should not be used as a prediction that the student will earn a 5 in the final exams.
All grading is criterion based, which means students are assessed against a set of standards and not in relation to one another. The criteria statements are different for each subject and will be communicated by the individual teachers.
Core requirements
The Extended Essay, Theory of Knowledge & CAS are compulsory elements in the Diploma. You must complete them or you can not achieve a full Diploma.
1. There are two elements to the Theory of Knowledge assessment: the exhibition and the final essay. The exhibition contributes 33% of your final mark; the essay 67%. The exhibition is planned to take place at the end of DP1 and the essay in term 3 of DP2.
2. The Extended Essay is a 4,000 word piece of independent research. You will be assigned a tutor who will help you through the drafting and writing process. The whole process is outlined in the Extended Essay booklet which will be distributed to all students in Term 2.
The Extended Essay is externally assessed and,in combination with the grade for theory of knowledge, contributes up to three points to the total score for the IB Diploma.
The IB grades for Theory of Knowledge and the Extended Essay are as follows:
The matrix for the assigning of the three inner core points is included here:
University Entry
The Diploma Programme is recognised as an excellent preparation for top universities, not only in the UK but also across the whole world.
Many universities will consider your IB Diploma Score and may well have specific grade scores in individual subjects. Some universities, particularly in the US, may apply IB Diploma course credits to your university course. Most universities have clear websites which indicate entry qualifications.
There will be many opportunities to explore universities in the UK, both in person and through speaking with our experienced academic staff during your time at Westbourne. For students applying for Oxford and Cambridge, there will be the opportunity for specialised preparation for the interview process. With the caveat that subject selection will impact the specific course grade requirements and HL grades will be expected to be a minimum of 5, the below tables demonstrate typical IB point averages expected at UK and US universities.
Yale, Princeton, UPenn, Columbia, Cornell, Dartmouth, Brown, CalTech, Stanford, MIT, UChicago
Subject Considerations
IB1 students need to make informed choices about their future IB subjects as this can have a direct effect on the choice of university degree programme, especially in the UK.
During induction pupils will be given time to research several universities to check their general entrance requirements for specific subjects with teachers available to assist and advise. Pupils should also check course subject requirements with their target top choice universities.
Listed below are general requirements for UK universities and highly recommended for the USA. For instance, although a student may be accepted for a pre-med course in the USA without Chemistry, it gives the pupil far more chance of acceptance if Chemistry has been taken at least at SL. For the rest of the world, including France, Germany and Italy, the universities tend to be autonomous and students need to check specific IB requirements by contacting universities directly.
Architecture. Maths and/or Physics at HL.
Bio-technology/engineering. Biology HL and another science at HL; usually Maths at SL.
Chemical engineering. Usually Chemistry at HL with Maths or Physics at HL.
Economics. Many require Maths at HL such as LSE/UCL/Warwick; others will accept Maths SL but not Maths Studies.
Environmental Science. At least one Science at HL, usually Chemistry.
Law/Politics/Philosophy. English A HL and/or History HL advisable.
Mechanical/Electrical/Aeronautical/ Automobile Engineering. Maths and Physics at HL and will usually require a 5 in English A SL.
Medicine/Dentistry. Chemistry HL and another Science at HL, usually Biology; Maths at SL.
Modern Languages (French, Italian, Spanish). Usually require Language B HL if you want to study that specific language at university.
New Language (Russian, Mandarin). Check with the university but usually require a modern language at HL.
Physiotherapy/Nursing. Usually require Biology at HL with some universities also needing Chemistry at SL.
PPE (Philosophy, Politics, Economics). English A HL and/or History HL advisable; usually at least Maths SL required.
Psychology. Usually Biology or Chemistry at HL (but some universities favour Chemistry) and Maths at SL (some will accept Maths Studies).
Veterinary Science. Biology and Chemistry at HL; some need Maths at HL.
The Russell Group
Westbourne has a long term average of 90% student entry to Russell Group universities or their international equivalent.
Consisting of 24 leading universities in the UK, the Russell Group is renowned for research and teaching excellence. Russell Group universities play a major role in the intellectual, cultural and economic life of the UK and have an international reputation for the high quality of their research and teaching. They attract the very best academics and students from around the world.
University of Birmingham
University of Bristol
University of Cambridge
Cardiff University
Durham University
University of Edinburgh
University of Exeter
University of Glasgow
Imperial College London
King's College London
University of Leeds
University of Liverpool
London School of Economics & Political Science
University of Manchester
Newcastle University
University of Nottingham
University of Oxford
Queen Mary, University of London
Queen's University Belfast
University of Sheffield
University of Southampton
University College London
University of Warwick
University of York
