“The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect1.”
The IB Mission Statement
1From http://www.ibo.org/mission/
The key principle behind the IB Learner Profile is to encourage students, through all aspects of their lives, to become:
In their lives at school, we thus aim to promote these attributes to ensure that students do not become accomplished only in their curricular studies but are balanced individuals who are better prepared for life beyond school.
Head of School
Cross Campus Principal
Secondary Principal
Secondary Vice Principal, Curriculum and Assessment
Secondary Vice Principal, Student Welfare
Assistant Principal, IB Coordinator
Head of Careers and University Guidance
Head of Admissions
Mr Chris Sammons crsa@patana.ac.th
Ms Cindy Adair ciad@patana.ac.th
Mr Matt Seddon mase@patana.ac.th
Mr Luke Jones lujo@patana.ac.th
Mrs Lorna Conroy loco@patana.ac.th
Mr Andrew Roff anro@patana.ac.th
Mr Andrew Haughton anha@patana.ac.th
Ms Rachel Jones rajo@patana.ac.th
Our school family is united by a common purpose bequeathed to us from our founder: to provide a firstrate education for our children.
The pioneer Rosamund Struetzel arrived in Thailand in 1938 and her ambition to remain here with her family led to the founding of Bangkok Patana school in 1957. A British based correspondence course was chosen as the curriculum that enabled children living in remote locations all over the world to be taught by adults who were not qualified teachers.
The world has changed, so too the curriculum we teach children. Seventy years of service, development and thinking by countless world class educators has led to what we do today. It is as ambitious today as the first pioneers who wanted young people to develop their knowledge, understanding and skills in readiness for their futures.
Ask our generations of Alumni who have spent longer in our school than any job they have had since. Their curriculum has enabled them to achieve highly, develop their purpose, progress to study with world leading academics; most of all, they have been able to meet the demands of any future job that is yet to be thought of. This is our curriculum, the written and unwritten legacy which generations of educators and learners continue to weave.
We look forward to meeting you, to understanding your child’s interests and talents, to adapt to their needs as they become themselves, to see them make use of our incredible learning resources, and; for them to feel rooted in this caring community.
Chris Sammons Head of School
“We expect our students to acquire the skills and motivation to become independent learners who seek knowledge and fulfilment actively while also seeking to establish a balance in their lives.We want them to take risks, learn from their mistakes and question critically.”
Chris Sammons, Head of School
Building on the firm educational foundations established in the earlier Key Stages at Bangkok Patana, the curriculum in Years 12 and 13 provides our Senior students with a challenging, relevant and varied course of study which recognises the demands that they will have to face in the mid-21st century.
All Senior Studies students have to work hard to meet the rigours of this challenging programme. They must demonstrate the kind of personal qualities of tolerance, cooperation and determination to achieve their own full potential as independent learners as embodied in our Guiding Statements.
The International Baccalaureate Diploma Programme serves as the academic backbone of our Senior Studies programme. This course offers students the opportunity to select from a broad range of academic subjects and is recognised as a high-quality entrance qualification at the very best universities and colleges of higher education around the world.
We also offer the IB Career-related Programme (IBCP) as a complementary programme to the IBDP. aOur programme initially offers an Art and Design specialism as its career related study, providingthe option of a specialised pathway through to universtity for our community...
A small number of students may elect or be advised not to take the full IB Diploma Programme, and they may also not feel that they would benefit from the IBCP. These students may instead opt for our IB Courses programme. In these instances, we work closely with families to establish aspirations and seek to advise on an appropriate pathway for them.
Whatever the specific components of a student’s course of study, successful completion of it will lead to the Bangkok Patana Academic Diploma.
The Senior Studies Programme provides not only a valuable passport to tertiary education around the world, but also the opportunity to develop the skills, knowledge and personal attributes that will ensure success both at university and beyond.
Matt Seddon Principal, Secondary School
At Bangkok Patana we believe that our Senior Studies Programme should be available to all students - our only requirement is that they should have the necessary motivation and enthusiasm to benefit from what we offer. We aim to see students grow in academic ability and maturity in order that they fulfil their potential. The ultimate goal of the Senior Studies Programme is for students to receive the Bangkok Patana School Academic Diploma and either IB Diploma, IB Courses, or IB Career-related certification.
In order to attain the Bangkok Patana School Academic Diploma, students must satisfactorily fulfil all the requirements of the programme that they undertake.
The Senior Studies Programme at Bangkok Patana is a demanding one and students need to be:
• motivated - both academically and socially;
• able to cope with the range of subjects;
• adaptable and flexible in their approach to learning;
• resourceful and independent;
• effective at time-management.
The progress that students are making and their suitability to the courses that they have undertaken are constantly monitored to ensure that they are deriving maximum benefit from their studies.
Students are required to have an attendance record of at least 85% full school days over the two years in order to be eligible for graduation. Where students do not meet this requirement but have mitigating circumstances, graduation will be at the discretion of the Head of School.
Individual courses can be studied at either Standard or Higher level. A student choosing three Higher Level and three Standard Level International Baccalaureate courses has the opportunity to gain the IB Diploma. This follows a pattern which is uniform throughout IB schools worldwide and provides a qualification to meet university/college admission standards internationally. In the United States and Canada, achievement within an IB Higher Level course is considered a sound basis for awarding advanced placement credit at many major universities. Similarly, in Europe, Asia and Australia, the IB Diploma is held in very high regard by major universities.
Compiled data shows us that students who go on to pass the IB Diploma have usually achieved six good passes (C grade/ Level 5 or better) at IGCSE (or equivalent in another school system), and this is therefore our benchmark for entry to the Diploma programme (students not achieving this benchmark, will be offered a suitable programme of IB Courses). In addition to which guidance for selecting Higher or Standard Level courses is as follows:
• Higher Level subjects should generally be undertaken by students who achieved a B grade (or Level 6) or higher in that subject at IGCSE*, or in consultation and by agreement with the subject leader.
• Standard Level subjects should generally be undertaken by students who achieved a C grade (or Level 5) or higher in that subject at IGCSE*, or in consultation and by agreement with the subject leader.
• To obtain the IB Diploma, students must study three subjects at Higher Level and three at Standard Level. They must also satisfactorily complete the Creativity, Activity and Service (CAS) programme, a 4,000 word Extended Essay and the Theory of Knowledge course.
*or similar level of success in another Pre-16 system
Assessment
Assessment of each IB Diploma and Course subject is based on a seven-point scale, awarded following final examinations:
Students
and 12 points in their Higher Level subjects, though there are other requirements stipulated by the IB which must also be met.
The IB Diploma consists of:
• Six academic subjects
• The Theory of Knowledge
• The Extended Essay
• Creativity, Activity and Service (CAS)
Bilingual Diploma
A bilingual diploma will be awarded to a successful IB Diploma candidate who fulfils one or both of the following criteria:
• Completion of two languages selected from Group 1 with the award of a level 3 or higher in both;
• Completion of one of the subjects from Group 3 or Group 4 in a language that is not the same as the candidate’s nominated Group 1 language. The candidate must attain a level 3 or higher in both the Group 1 language and the subject from Group 3 or 4.
Class Sizes
Bangkok Patana School has set a maximum class size for Senior Studies students of 18 for Registration and Tutorial, and 17 for all other classes except the Experimental Sciences and Design Technology where the ideal maximum class size is 15.
Laptops for Learning
All Secondary students are required to have a personal laptop to support their learning. It is primarily considered as a device for learning at school and home. Further details about our Laptops for Learning programme, including the minimum specifications, recommended devices and registration process, can be found on our website: https://community.patana. ac.th/technology-for-learning/laptops-for-learning-students. If you have any questions or queries, please contact helpdesk@patana.ac.th
These are made up from 3 Standard and 3 Higher Level International Baccalaureate examination courses. These subjects are arranged into groups, and students study one from each.
Group 1: Studies in Language and Literature: English or Thai as a first language (other languages may be available subject to student demand and may incur extra costs)
Group 2: Language Acquisition (or second Group 1 language)
Group 3: Individuals and Society
Group 4: The Sciences
Group 5: Mathematics
Group 6: Arts (or selected second Group 3 or 4 subjects)
Details on specific subjects follow.
The Theory of Knowledge (TOK) course encourages critical thinking about knowledge itself and is a compulsory part of the IB Diploma programme. The course aims to try to help young people make sense of the varied and rich information that they are receiving both from their teachers and from the world outside of the classroom. In order to do this, we explore questions such as:
• Can we trust our immediate knowledge about the world?
• How is new knowledge about the world created?
• How do our perspectives and biases shape our knolwedge about the world?
• How is our knowledge about the world affected by the way knowledeg is communicated?
• How does our knowledge about the world affect the way we construct our values?
• How do we know that selfless good deeds exist?
At the centre of the course is the student as the knower. By the time they reach Senior Studies, students will have spent many years painstakingly accumulating a vast amount of knowledge, and TOK gives them an opportunity to step back from this relentless acquisition of new ideas, in order to consider what this knowledge really means and how it has been developed.
In many ways, TOK is ideally placed to foster internationalism. In close harmony with the aims of the IB Learner Profile, TOK aims to encourage students to develop many of the attributes needed by a citizen of the world: self-awareness; a reflective, critical approach; interest in other people’s points of view; and a sense of responsibility. Aims
The aims of the TOK course are to:
• Develop a fascination with the richness of knowledge as a human endeavor, and an understanding of the empowerment that follows from reflecting upon it;
• Develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed, by communities and individuals;
• Encourage students to reflect on their experiences as learners, in everyday life and in the Diploma Programme, and to make connections between academic disciplines and between thoughts, feelings and actions;
• Encourage an interest in the diversity of ways of thinking and the ways of living of individuals and communities, and an awareness of personal and ideological assumptions, including the student’s own;
• Encourage consideration of the responsibilities originating from the relationships between knowledge, the community and the individual as a citizen of the world.
Assessment Outline
Essay on a prescribed title (1,200- 1,600 words)
Part 1
Part 2
The student must write one essay on a title chosen from a list of six titles prescribed by the IBO for each examination session.
The Exhibition (950 words)
The student receives a list of knowledge questions. The student chooses one question and three objects that show how this question manifests in the world around us. The student writes a commentary on each object, justifying each object’s inclusion in the exhibition and showing how the object links to the knowledge question.
10 marks External Assessment 67%
10 marks Internal Assessment
33%
The method of assessment used by the IBO is criterion-related. That is to say, the method of assessing the essay on the prescribed title and the presentation in Theory of Knowledge judges each in relation to identified assessment criteria and not in relation to the work of other candidates.
The Extended Essay is a 40-hour, 4000-word independent academic essay on a topic of the student’s choice and must involve personal, independent research accompanied by reflection and informed by supervisor guidance. All Senior Studies students must submit an Extended Essay.
One of the main purposes of the essay is to train students in the methods of work and critical research that apply to its subject area. It is a valuable component of the Senior Studies programme as it enables students to develop study skills which are central to academic work in higher education.
It is highly recommended that students select an EE in a subject that they study (normally at a Higher-Level), or in the case of a World Studies EE, a combination of two subjects (see page 12). This is useful for references and for interviews if it is the subject in which they wish to specialise at university or college. Students should choose a topic that they find interesting and which will give them opportunities to collect information or data for analysis and evaluation. In recent years topics have included:
• How can Rolls Royce improve its image of corporate responsibility?
• Electronic music: mechanical or artistic?
• The rise of business in Japan since the end of World War II
• Can hot water freeze faster than cold water?
• Influence of the father figure in the poetry of Sylvia Plath.
The World Studies EE
A world studies extended essay takes an interdisciplinary approach to a topic of global significance and studies it through the lenses of two subjects in a local context. This encourages the student to reflect on the world today in relation to issues such as the global food crisis, climate change, terrorism, energy security, migration, global health, technology and cultural exchange.
Each essay will be supervised by a teacher from within the school community who has some specialist knowledge of the topic to be studied. It is crucial that students take responsibility in liaising fully with the specialist teacher allocated. The supervisor’s role is to guide the student, prepare interim reports and make a final evaluation of the essay before external marking. It is recommended that the supervisor spends between three and five hours with each candidate.
Students will formally begin working on the essay in January of Year 12. Internal deadlines are set to ensure that the Extended Essay is completed by November in Year 13. As with other academic elements, failure to meet deadlines may result in failure of the IB Diploma.
Topics within subject areas should have a narrow focus and deal with a question or issue which is possible to answer or resolve within the word limit. Marking is external and completed against subject specific criteria defined by the IBO.
For each of the six academic subjects studied, students can be awarded a maximum of seven points. However, further bonus points are available and these are awarded according to performance in the Theory of Knowledge and Extended Essay parts of the course. Performance in both is combined on the bonus point matrix below, based on the A-E grading system for each.
For example, an IB Diploma candidate who achieves grade B for Theory of Knowledge and grade C for Extended Essay will be awarded two bonus points.
“If you believe in something, you must not just think or talk or write, but must act.”
PETERSON (2003)
CAS stands for creativity, activity and service. All students are engaged in CAS experiences and projects on a weekly basis for the duration of their Senior Studies programme. CAS aims to challenge and extend the individual by developing a spirit of discovery, self-reliance, as well as intra and interpersonal skills. CAS is a framework for experiential learning, designed to involve a student in exploring new roles.
The emphasis is on learning by engaging in real tasks that have real consequences and then reflecting on these experiences over time.
The CAS programme aims to develop students who are:
• active volunteers
• are ethical and informed
• are inspired to improve global sustainable development
• are active members of local and global communities
For student development to occur, CAS should involve:
• real, purposeful activities, with significant outcomes
• personal challenges – tasks must extend the student and be achievable in scope
• involvement in the planning and initiation of activities
• reflection on outcomes and personal learning
This aspect of CAS involves exploring creative ideas which lead to an original or interpretive product. It is interpreted as imaginatively as possible to cover a wide range of arts and other activities outside the normal curriculum, which may include creative thinking in the design and carrying out of service projects and could involve dance, theatre, music and art. Students need to be engaged in group activities, and especially in new roles, wherever possible. Nevertheless, individual commitment to learning an art form is allowed, provided that it respects the requirements for all CAS activities and that goals are set and reflection on progress is made throughout.
Examples of Creativity at Bangkok Patana School include:
This aspect of CAS encompasses any kind of physical exertion which can contribute to a healthy lifestyle. Activity can include participation in expeditions, individual and team sports and any form of physical exertion, including those undertaken in the physical education curriculum.
“Service is not simply an emotional impulse, it is a demonstration of attitudes and values.”
MARIA PIAGGIO
Service is represented by a collaborative and reciprocal engagement with the community in response to an authentic need. The community may be the school, the local area, or it may exist on national and international levels. At Bangkok Patana School we believe it is vital for our service projects to focus on the needs of the local community, so students are encouraged to get involved in at least one project involving engagement with the wider community in Bangkok. Service can take a number of forms: research, advocacy, indirect and direct action. However, the most meaningful CAS experience comes from direct action service in which time is spent with others to build relationships and develop the self-worth of both server and served.
Examples include:
As part of their CAS programme, students are required to be involved in at least one CAS project. A CAS project involves collaboration between a group of students in at least one of the strands of creativity, activity and service. It must be of at least one month’s duration and should be student identified, planned, executed and evaluated. To do this the student needs to find a supervisor to oversee the project and seek approval from the CAS Coordinator.
There are seven intended learning outcomes which need to be evident in the reflections in a student’s portfolio. As a result of the CAS programme as a whole, there should be evidence that students have:
• identified their own strengths and developed areas for growth;
• undertaken new challenges, developing new skills in the process;
• planned and initiated activities;
• developed skills in, and recognised the benefits of, working collaboratively;
• shown commitment to and perseverance in their CAS experiences;
• engaged with issues of global importance;
• considered the ethical implications of their actions.
Students record their reflections and other evidence in the form of photographs, videos etc, in an online portfolio. Towards the end of a CAS experience, an evaluation form is completed containing comments from the supervisor and this is also added to the portfolio.
A student’s CAS portfolio is an important point for Careers Advisors, Tutors and Teachers who will consult it when writing university references. Furthermore, the IBO may wish to inspect the CAS records at the end of Year 13 before Diplomas are awarded. A Bangkok Patana School Academic Diploma will only be issued if a student completes a full CAS programme.
Program Overview:
The International Baccalaureate® (IB) Career-related Programme (CP) is a flexible and challenging educational framework for students aged 16-19 who wish to pursue both academic and career-related studies. The CP prepares students for further education, apprenticeships, or employment by developing their personal and professional skills, as well as their intercultural understanding and global citizenship.
IB CP Program Objectives:
• Develop students’ academic abilities and critical thinking skills through a rigorous curriculum.
• Provide a strong foundation in a career-related pathways.
• Foster international-mindedness, intercultural understanding, and global awareness.
• Encourage personal and professional development, including leadership, communication, and ethical decisionmaking.
• Prepare students for higher education, apprenticeships, or direct entry into the workforce.
• The CP consists of three main components: Career-Related Study (CRS); IB Diploma Programme (DP) courses, and the CP core. Each component plays a vital role in the CP curriculum and complements the others to provide a holistic and rigorous education for CP students.
In this component, students choose a career-related pathway based on their interests and career aspirations. Bangkok Patana’s chosen CRS is the Pearson International BTEC Level 3 Diploma. This is currently offered in Art & Design (details of which follow in this curriculum guide) and we hope to expand our offering this academic year to include further IBTECs such as Business Studies or Sport.
The IBTEC Level 3 Diploma allows students to pursue a vocationally focused course of study for nine double periods per week (equating to the intended 720 guided learning hours over two years). These lessons will be facilitated by a subject teacher, who is expert in the area of the IBTEC, and will act as a guide and mentor for students through this modular programme.
IB Diploma Programme (DP) Courses
IB DP courses are internationally recognized courses that provide the theoretical and academic foundation of the CP. The individual courses themselves are identical in every way to the courses taken by IB Diploma students, indeed CP and DP students will be in these classes together. CP students must complete at least two DP courses. In order to accommodate the timetabling requirements of the CRS however there may be limitations on the courses available, and these will be designed to ensure that those available align strongly with the CRS.
IB DP courses are assessed by external examinations and moderated internal assessments, details of which follow within this curriculum guide. Students will most likely choose to take DP courses at standard level (SL) although higher level (HL) courses may be possible depending on students’ interests, abilities, and career goals.
IB CP Core
This foundational component focuses on developing students’ attitudes, skills, and strategies for personal and professional contexts. Communication, collaboration, problem-solving, ethical decision-making, and self-management skills will all be drawn upon and addressed within this double period lesson each week. PPS helps students become well-rounded individuals equipped for success in their careers and beyond.
The Reflective Project follows a similar model to the Diploma Programme Extended Essay. It has greater versatility in terms of presentation though. It challenges students to investigate and analyse an ethical issue related to their career pathway. Through research and critical reflection, students demonstrate their ability to engage in independent inquiry and present their findings effectively.
Continued dedication to language development fosters students’ intercultural awareness and multilingualism, which are essential for global citizenship in general and excellent work place relationships specifically. Students will continue to practice and improve in their chosen language for a single period each week, using online tools to help them, and under the guidance of a skilled and experienced language teacher.
All Senior Studies students at Bangkok Patana School are encouraged to maintain and explore a healthy balance of experiences beyond the classroom. All our students, whether IB Diploma or IB Career-related Programme will undertake our CAS programme. For CP students, however a particular emphasis is placed on service learning, and undertaking a project that involves identifying, analysing, and addressing an authentic community need which relates to their CRS through research and action. Service learning enables students to apply their academic knowledge and skills to real-world issues and develop their social responsibility and civic engagement.
Aims
The International BTEC in Art and Design programme aims to:
• give students the opportunity to explore a wide range of artistic skills in their chosen field of employment;
• develop a versatile skill set necessary for success in their chosen artistic field of employment;
• develop competencies in creative ideas, problem-solving, technical skills, professional practice, and communication.
The International BTEC course in Art and Design integrates two areas of foci: Exploring and Developing Art and Design Skills and Advancing Creative Practice, through multidisciplinary practice and skill development in the areas of:
Image and Mark Fashion/Wearable Space and Form
Assessment
All assessment is holistic, and based on portfolios of work. Evidence is generated through practical projects, briefs, workshops and engagement with the art and design industry.
Students are assessed on 5 mandatory areas: Informing Ideas
Course Structure
The course includes four mandatory units:
Exploring and developing:
• investigation skills for informing ideas;
Skills and Development
• problem-solving skills;
• creative technical skills;
• professional skills and behaviours communication skills.
Responding to a Brief
• Informing ideas in response to a brief
• Using problem-solving to develop a response to a brief
• Using technical skills to develop a response to a brief
• Using professional skills to develop a response to a brief Using communication skills to develop a response to a brief.
• Informing ideas for progression into a creative career;
• Applying problem-solving practice to develop a strategy for career progression;
• Creating materials for career progression using technical practice;
• Demonstrating professional practice and behaviours in relation to career progression aspirations;
• Applying communication skills to support progression into a creative career.
• Informing ideas for a response to a creative industry brief;
• Appling problem-solving practice to develop solutions in response to a creative industry brief;
• Applying technical practice in response to a creative industry brief Demonstrating professional practice and behaviours in response to a creative industry brief.
• Applying communication skills in response to a creative industry brief.
This qualification is designed to support learners who want to study art and design-based qualifications. The International BTEC qualification supports progression to higher education if taken as part of a programme, alongside another area of complementary or contrasting study such as IB Diploma subjects, and within the IB Career-Related Programme.
tudents for whom the IB Diploma is not suitable and may also not feel that they would benefit from the IBCP, can select individual IB courses at Higher Level and/or Standard Level, totaling no more than six courses, from each of the six subject areas as well as the possibility to retake (I)GCSE subjects.
IB courses are identical to, and therefore every bit as rigorous as, those studied for the IB Diploma and will therefore develop a student’s growth. They provide the potential to enter onto foundation and sometimes directly to undergraduate level university courses in many countries such as the United States, Australia, the United Kingdom and Canada.
In addition, students involved in this Programme must successfully complete the CAS Programme and complete an internally assessed research project (if this project meets the criteria for the Extended Essay, it may be externally assessed and credit awarded by the IBO to gain UCAS points or similar)
In Learning Support (LS) we encourage each student to develop skills for life-long learning.
The Learning Support Faculty offers additional support to Year 12 and 13 students taking the IB Courses programme. This programme includes the following:
Self-study and coaching – Learning Support teachers act as learning mentors to guide students through the peaks and troughs of post-16 education;
Regular meetings with students to track their progress and discuss any problems or celebrate any accomplishments; Where appropriate, a Learning Support Student Profile is created and shared with the student’s teachers and examination access is applied for.
On successful completion of the Senior Studies Programme, the student is faced with a number of options. There are four key questions that need to be considered and answered:
• What should I do now?
• Where should I go?
• When should I go?
• How should I prepare?
The careers education and guidance offered to students in Years 12 and 13 allows informed decisions to be made and the above questions to be answered. The process involves students, teachers and parents.
The Careers Centre contains up-to-date information on various occupations and on university courses throughout the world. Staff are available to give guidance and support, and each student will be offered an individual interview to draw up an action plan for the future. Counsellors also work with students in Key Stage 3 and Key Stage 4 to prepare them for Senior Studies.
Building on the knowledge, skills and experience gained from the Year 10 and Year 11 Global Citizenship curriculum and workshops, all students will regularly meet with an assigned counsellor in Year 12 to discuss their plans for applications to universities or colleges. Students are again counselled in Year 13 to ensure their post-secondary plans are in progress. All students and parents are welcome to make individual appointments at any time. It is important for students and parents to have a plan for their post-secondary experience and the Careers and Universities Team are here to help.
Some universities require students to take the SATs (Scholastic Aptitude Tests)/ ACTs (American College Testing) and/or theIELTS English Language Proficiency tests (depending on the university’s requirements). It is advisable to start taking the tests in Term 2 of Year 12. The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is available for students to take every October. There will be a cost implication for students registering for these tests. It should be understood that particular university courses may require other tests. For example, students interested in Medicine in the United Kingdom must take the UCAT test and if they wish to pursue Law in the UK they may need to take the National Admissions test for Law (LNAT). Therefore, it is in the interest of the student to contact the Careers Team early.
Students in Year 12 should also consider arranging a university summer programme which will give them important information about their skills and interests, learn about life at university and bolster their university application by making them a more attractive applicant. Organising a work experience internship will also be important for some courses such as medicine, law, veterinary sciences, dental and some engineering courses. Such work experience is a valuable learning experience for all students and, as such, is a recommended part of the post-secondary preparation; again, the Careers and Universities Team will be available to help. It is essential for students to contact their target institutions to build a relationship, garner answers about what entry requirements are needed and ensure the course and the institution are a good social and academic fit. Some 200+ colleges and universities from across the globe make their way to Bangkok Patana each year to meet informally with our students and discuss their campus, programmes, entrance requirements, etc. Students are made aware of each visit via the Daily Notices and via the Cialfo online university guidance platform updates. We encourage students to keep a close eye on which colleges/universities are visiting and make every effort to come and meet with the various representatives. This evidence of ‘demonstrated interest’ in the institution and its offerings is valued by competitive admissions offices. Meeting an admissions/recruitment representative from a target university can provide the student with an invaluable contact to answer any specific queries they may have during the application and course acceptance process.
Some U.S. colleges require either the SAT, administered by the Collegeboard, or ACT, administered by ACT.org. They are each offered 5 or 6 times per year between September and June and are generally taken during Term 2 and/or 3 of Year 12 and/or Term 1 of Year 13. It is a useful step for Year 12 students and families to review their calendars in the autumn and determine when it might be best to prepare for, and take, the SAT, subject tests or ACT. More information about the SAT and subject tests can be found at: http://www.collegeboard.com/testing For more information about the ACT: http://act.org
Most U.S. colleges are test optional and do not require the SAT or ACT. More information can be found at: www.Fairtest. org. Please note that if a student submits their SAT/ACT tests to a test-optional school then those test scores become part of the application decision. We would advise that for test-optional schools, a student take the SAT or ACT test and if the scores are very high for that school, then submit them, but if the SAT or ACT test scores are below average for that school then do not submit them.
In preparation for the SAT, the Collegeboard offers the PSAT (or PRACTICE SAT) once per year, which is administered at Bangkok Patana. It is offered to students in October of Year 11 and again in Year 12. The PSAT is a practice test to help students become familiar with the test format and style. Colleges do not receive score results and there is no need for students to prepare in advance. A useful purpose for the PSAT is to establish a baseline for students to understand their strengths and weaknesses in order to focus their test prep later in Year 12. More information about the PSAT can be found at: http://www.collegeboard.com/student/testing/psat/about.html
Bangkok Patana School is a closed test centre for the SAT and PSAT, which means we offer all of these tests to our students but not to outsiders. Students register through Bangkok Patana for the PSAT and directly with the Collegeboard for the SAT. We are not a test centre for the ACT, so students need to register and take the test elsewhere. We are happy to provide support and guidance for decisions related to these tests, but registration for them is the responsibility of the student.
Individual guidance is available from our Careers office. We look forward to working with you and your children on their future plans.
Students in Years 12 and 13 follow a Well-Being Programme . These sessions are- delivered by the Head of Year, Tutors, and specialist staff, during one 80-minute session each week. Three strands provide a backbone for the programme: Emotional Well-Being, Physical Well-Being and Relationships and Well-Being
Objectives
Residential Visits are an integral part of the Secondary School curriculum and therefore contribute to the fulfilment of the School’s Mission. Year 12 students following the IBDP pathway attend a Residential Visit which focuses on Theory of Knowledge (TOK), a compulsory component of the IB Diploma . Year 12 students following the IBCP pathway attend a Residential Visit which focuses on their specialist area.
The Year 12 Residential Visits endeavour to establish the same objectives as Residentials with our younger Year Groups and additionally enables the TOK or the subject specialists to spend extended periods presenting ideas, discussing in small groups and developing the students’ skills. This is also an opportunity for students to have some social time together in what is a very demanding year.
This is also an opportunity for students to have some social time together in what is a very demanding year.
As with Residential Visits in every year, the emphasis is on:
• independence and self-discipline;
• self-confidence and self-esteem;
• the development of sound relationships among students;
• the development of sound relationships between students and staff;
• flexibility and consideration for others;
• initiative and problem-solving skills;
• leadership skills;
• the ability to work with others in a team;
• communication skills;
• the ability to enjoy the environment without destroying it;
• the opportunity to socialise and have fun.
“The Residential Visits are an integral part of the Secondary School curriculum and therefore contribute to the fulfilment of the school’s Mission Statement. They provide our students with an opportunity to develop through experience.”
The Pastoral Programme
The aims of the course are to:
• enable students to see physical activity as a major feature in their lives related to leisure, employment and culture;
• develop and maintain a habit of physical exercise and activity;
• give students the opportunity to pursue sports and activities that they have previously enjoyed as well as giving them the opportunity to experience new activities as part of a broader curriculum;
• develop leadership qualities through the provision of vocational activities as well as creating opportunities within other activities;
• offer a different style of lesson and activity against a broadly academic, classroom-based curriculum;
• promote long-life participation in physical activity by providing a variety of choices.
Students select activities from a variety of sports and leisure activities. They participate in a sport for a six-week block before changing to a different sport. During the year they can also select to do a leadership activity, for which they will receive externally accredited certification. They may also elect to use their PE activity as part of their Creativity, Activity, Service (CAS) programme. Opportunities are also provided to lead sessions with local school children.
Students are assessed throughout the duration of each activity and this informs the lessons that they receive. This is a nonexamination subject, in which active participation, leadership and enjoyment is encouraged. Students opt for activities, and therefore are able to follow a personalised curriculum throughout the year. The assessment criteria is therefore one of effort, organisation and participation only. If students are using their PE activity as part of their CAS programme, then they are required to regularly reflect on their progress against the relevant intended learning outcomes, as they would do in any other CAS experience.
Students opt for activities, choosing six-week blocks at a time. They may choose from sports/leisure activities such as football, basketball, rugby, volleyball, tennis, badminton, fitness (body pump/aerobics), kayaking, climbing, futsal, parkour, softball, trampolining, ultimate frisbee, squash and table tennis. They are also able to participate in leadership activities. Opportunities are also provided for varsity level athletes in swimming, tennis and gymnastics to have an extra training session during their PE lessons with specialist coaches. Students are taught in mixed groups and each student has one 80minute period of Physical Education per week.
The school organises a comprehensive programme of Extra-curricular Activities for students which operates from Monday to Friday. The Secondary School sessions occur both at lunchtime and after school, with three different time slots being offered: 2.30-3.30pm, 3.30-4.30pm and 2.30-4.30pm. Programmes are coordinated to ensure that students have adequate access to school facilities and opportunities for supervised off-site visits. At Bangkok Patana, we run a four-block ECA system, with the school year being divided up into four blocks of approximately eight weeks.
Block A Early September to mid-November
Block B Late November to mid-February
Block C Late February to early April
Block D Late April to mid-June
As students progress through the school, the range of activities becomes more varied and provides students with opportunities to link their activities with other schools both locally and regionally. Sports, Model United Nations, Drama, Musical Ensembles, the International Award and community-based projects provide the opportunity for exploration in Thailand and Southeast Asia.
In keeping with Bangkok Patana’s Guiding Statements, ECAs are categorised in relation to our core values of Well-being, Learning and Global Citizenship.
Enrolment for the various activities is on-line via the Parents’ Gateway.
Well-being
Competitive Sports
e.g. Football, Gymnastics, Rugby, Swimming and Tennis
Recreational Sports
e.g. Horse-riding, Squash, Off-Road Cycling, Taekwondo
Fitness
e.g. BASE Fitness Camp, Morning Stretching, Thai Boxing for fitness
Mindfulness
e.g. Yoga and relaxation methods
Dance
e.g. Jazz, Contemporary, Hip Hop
Academic
e.g. Core Magazine, Business Club, Improve your Mathematics skills
Home Languages
Creative
e.g. Acrylic Painting, Knitting, Pottery, Print Making, Baking
Instrumental Music
Performing and Fine Arts
e.g. Drama Productions and Clubs
Environmental Awareness and Action
e.g. Digging in the dirt: Community Garden
Digital Citizenship
e.g. Electronics, Python Programming, Robotics
Community Engagement (Clubs, Committees and Councils)
e.g. Amnesty International, Likhit Day Care, Habitat for Humanity
Model United Nations
International Award for Young People (Duke of Edinburgh’s Award)
LANGUAGE A: LANGUAGE AND LITERATURE
LANGUAGE A: LITERATURE (ENGLIGH)
OTHER LANGUAGE A: LITERATURE (SCHOOL-SUPPORTED SELF-TAUGHT)
Aims
The aims of all subjects in studies in language and literature are to enable students to:
• engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures
• develop skills in listening, speaking, reading, writing, viewing, presenting and performing
• develop skills in interpretation, analysis and evaluation
• develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of the relationships between studies in language and literature and other disciplines
• communicate and collaborate in a confident and creative way
• foster a lifelong interest in and enjoyment of language and literature.
Higher Level English/Thai: Language A Language and Literature Requirements
Students are required to study six literary works and a number of non-literary texts that is equivalent in teaching and learning time. Each Area of Exploration must involve the study of both literary and non-literary texts. Texts and works must be chosen from a variety of cultures and languages.
• 2 literary works from the Prescribed Reading List (PRL) in English/Thai
• 2 literary works from the PRL in a language other than English/Thai
• 2 free choice literary works
• 3 literary forms
• 3 time periods
• 3 countries or regions
• 2 continents
Standard Level English/French/Thai: Language A Literature Requirements
Students are required to study four literary works and a number of non-literary texts that is equivalent in teaching and learning time. Each Area of Exploration must involve the study of both literary and non-literary texts. Texts and works must be chosen from a variety of cultures and languages.
• 1 literary work from the PRL in English/French/Thai
• 1 literary work from the PRL in a language other than English/French/Thai
• 2 free choice literary works
• 2 literary forms
• 2 time periods
• 2 countries or regions
• 2 continents
Course Outline
Three Areas of Exploration:
• Readers, Writers and Texts
Works are chosen from a variety of literary forms. The study of the works could focus on the relationships between literary texts, readers and writers as well as the nature of literature and its study. This study includes the investigation of the response of readers and the ways in which literary texts generate meaning. The focus is on the development of personal and critical responses to the particulars of literary texts.
• Time and Space
Works are chosen to reflect a range of historical and/or cultural perspectives. Their study focuses on the contexts of literary texts and the variety of ways literary texts might both reflect and shape society at large. The focus is on the consideration of personal and cultural perspectives, the development of broader perspectives, and an awareness of the ways in which context is tied to meaning.
• Intertextuality
Works are chosen so as to provide students with an opportunity to extend their study and make fruitful comparisons. Their study focuses on intertextual relationships between literary texts with possibilities to explore various topics, thematic concerns, generic conventions, literary forms or literary traditions that have been introduced throughout the course. The focus is on the development of critical response grounded in an understanding of the complex relationships among literary texts.
7 Core Concepts
• Perspective
• Identity
• Culture
• Communication
• Transformation
• Representation
• Creativity
Assessment
Standard Level
External Assessment (3 hours)
Paper 1: Guided textual analysis (1 hour 15 minutes)
The paper consists of two non-literary passages, from two different text types, each accompanied by a guiding question. Students choose one passage and write an analysis of it with the help of one guiding question. (20 marks)
Paper 2: Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question students write a comparative essay based on two literary works studied in the course. (30 marks)
Internal Assessment
This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Individual oral (15 minutes)
Supported by two prepared extracts: one from a non-literary text and one from a literary work, students will offer a prepared response of 10 minutes to the following prompt:
Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied. This is followed by 5 minutes of questions by the teacher. (40 marks)
External Assessment (4 hours)
Paper 1: Guided textual analysis (2 hours 15 minutes)
The paper consists of two non-literary passages from two different text types, each accompanied by a question. Students write an analysis of each of the passages. (40 marks)
Paper 2: Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (25 marks)
Higher level (HL) Essay
Students submit an essay on one literary or non-literary text or work studied during the course. (20 marks)
The essay must be 1,200 - 1,500 words in length.
Internal Assessment
This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Individual oral (15 minutes)
Supported by two prepared extracts: one from a non-literary text and one from a literary work, students will offer a prepared response of 10 minutes to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied. This is followed by 5 minutes of questions by the teacher. (40 marks)
Higher English/Thai (Language and Literature)
If you wish to study English or Thai IB at Higher Level and would like to combine Language and Literature, rather than specialising in 100% Literature, then this is the best option for you.
Half (50%) of this course involves the study of Language. This can cover as wide a range as historical political speeches to an advertising campaigns in the 21st century .
Half (50%) of this course involves the study of Literature. This will cover prose, poetry and plays.
This course is equally rigorous as the Language A: Literature course and is given equal status by universities. If your passion is reading high quality fiction then a pure Literature course at Standard or Higher Level may better suit your needs (please see Language A: Literature).
Standard English/French/ Thai(Language and Literature)
If you wish to study English, French or Thai IB at Standard Level and would like to combine Language and Literature, rather than specialising in 100% Literature, then this is the best option for you.
Half (50%) of this course involves the study of Language. This can cover as wide a range as historical political speeches to an advertising campaign in the 21st century .
Half (50%) of this course involves the study of Literature. This will cover prose, poetry and plays.
This course is equally rigorous as the Language A: Literature course and is given equal status by universities. If your passion is reading high quality fiction then a pure Literature course at Standard or Higher Level may better suit your needs (please see Language A: Literature).
The aims of all subjects in studies in language and literature are to enable students to:
• engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures
• develop skills in listening, speaking, reading, writing, viewing, presenting and performing
• develop skills in interpretation, analysis and evaluation
• develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of the relationships between studies in language and literature and other disciplines
• communicate and collaborate in a confident and creative way
• foster a lifelong interest in and enjoyment of language and literature.
Higher Level English A:Literature Requirements
• 4 literary works from the Prescribed Reading List (PLA) in English
• 3 literary works for the PRL in a language other than English
• 3 free choice literary works
• A minimum of 3 works for each area of exploration
• 4 literary forms
• 3 time periods
• 4 countries or regions
• 2 continents
Standard Level English A: Literature Requirements
• 3 literary works from the PRL in English
• 2 literary works from the PRL in a language other than English
• 2 free choice literary works
• A minimum of 2 works for each area of exploration
• 3 literary forms
• 3 time periods
• 3 countries or regions
• 2 continents
Course Outline
Three Areas of Exploration:
• Readers, Writers and Texts
Works are chosen from a variety of literary forms. The study of the works could focus on the relationships between literary texts, readers and writers as well as the nature of literature and its study. This study includes the investigation of the response of readers and the ways in which literary texts generate meaning. The focus is on the development of personal and critical responses to the particulars of literary texts.
• Time and Space
Works are chosen to reflect a range of historical and/or cultural perspectives. Their study focuses on the
contexts of literary texts and the variety of ways literary texts might both reflect and shape society at large. The focus is on the consideration of personal and cultural perspectives, the development of broader perspectives, and an awareness of the ways in which context is tied to meaning.
• Intertextuality
Works are chosen so as to provide students with an opportunity to extend their study and make fruitful comparisons. Their study focuses on intertextual relationships between literary texts with possibilities to explore various topics, thematic concerns, generic conventions, literary forms or literary traditions that have been introduced throughout the course. The focus is on the development of critical response grounded in an understanding of the complex relationships among literary texts.
7 Core Concepts
• Perspective
• Identity
• Culture
• Communication
• Transformation
• Representation
• Creativity
Paper 1: Guided literary analysis (1 hour 15 minutes)
The paper consists of two passages from two different literary forms, each accompanied by a guiding question. Students choose one passage and write an analysis of it. (20 marks)
Paper 2: Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (25 marks)
This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Individual oral (15 minutes)
Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes to the following prompt:
Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied.
This is followed by 5 minutes of questions by the teacher. (40 marks)
Paper 1: Guided literary analysis (2 hours 15 minutes)
The paper consists of two passages from two different literary forms, each accompanied by a question. Students write an analysis of each of the passages. (40 marks)
Paper 2: Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (25 marks)
Higher level (HL) Essay
Students submit an essay on one literary text or work studied during the course. (20 marks)
The essay must be 1,200 - 1,500 words in length.
This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Individual oral (15 minutes)
Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied.
This is followed by 5 minutes of questions by the teacher. (40 marks)
Higer English Literature is recommended for students who enjoy studying prose, poetry and plays, and are excited by the opportunity to read literature independently and explore in depth in class.
If you love reading and/or are going to study English Literature at university - or Law or History - then consider choosing IB English Literature at Higher Level as it will compliment your studies
Standard English Literature is similar to Higher in that you focus on prose, poetry and plays. This option is best suited to students who wish to specialise in Literature to Standard Level and enjoy reading.
Language A: literature is a literature course that may be studied in as many as eighty languages. School Supported SelfTaught Language provides an opportunity for students to continue to develop oral and written skills in their mother tongue while studying in a different language of instruction.
The course is built on the notion of conceptual learning in which students engage with central concepts of the discipline to become flexible, critical readers of all types of texts. The central concepts are culture, communication, transformation, perspective, creativity, representation and identity. When reading and studying a literary work, students should explore how it relates to these concepts. They will explore and develop an understanding of factors that contribute to the production and reception of literature, such as the creativity of writers and readers; the nature of the interaction with the writers’ and readers’ respective contexts and with literary tradition; the ways in which language can give rise to meaning and/or effect and the performative and transformative potential of literary creation and response. With its focus on literature, the course is particularly concerned with developing sensitivity to aesthetic uses of language and empowering students to consider the ways in which literature represents and constructs the world and social and cultural identities.
• engage with a range of texts in a variety of media and forms from different periods, styles and cultures
• develop skills in listening, speaking, reading, writing, viewing, presenting and performing
• develop skills in interpretation, analysis and evaluation
• develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of relationships between texts and a variety of perspectives, cultural contexts and local and global issues and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of the relationships between studies in language and literature and other disciplines
• communicate and collaborate in a confident and creative way
• foster a lifelong interest in and enjoyment of language and literature
• 6 literary works from the Prescribed Reading List (PRL) in the Language A studied (their native language of choice)
• 3 literary works from the PRL in a language other than the Language A studied (in translation)
• 2 free choice literary works
• A minimum of 2 works for each area of exploration
• 3 literary forms
• 3 time periods
• 3 countries or regions
• 2 continents
9 literary works studied in total
Three Areas of Exploration:
• Readers, Writers and Texts
Works are chosen from a variety of literary forms. The study of the works could focus on the relationships between literary texts, readers and writers as well as the nature of literature and its study. This study includes the investigation of the response of readers and the ways in which literary texts generate meaning. The focus is on the development of personal and critical responses to the particulars of literary texts.
• Time and Space
Works are chosen to reflect a range of historical and/or cultural perspectives. Their study focuses on the contexts of literary texts and the variety of ways literary texts might both reflect and shape society at large. The focus is on the consideration of personal and cultural perspectives, the development of broader perspectives, and an awareness of the ways in which context is tied to meaning.
• Intertextuality, Connecting Texts
Works are chosen so as to provide students with an opportunity to extend their study and make fruitful comparisons. Their study focuses on intertextual relationships between literary texts with possibilities to explore various topics, thematic concerns, generic conventions, literary forms or literary traditions that have been introduced throughout the course. The focus is on the development of critical response grounded in an understanding of the complex relationships among literary texts.
7 Core Concepts
• Perspective
• Identity
• Culture
• Communication
• Transformation
• Representation
• Creativity
Assessment
External Assessment (3 hours)
Paper 1: Guided literary analysis (1 hour 15 minutes)
The exam paper will consist of two extracts or texts from different literary forms, each accompanied by a guiding question. Students will have to choose one of the guiding questions and develop a response that demonstrates how meaning is created. (20 marks)
Paper 2: Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (30 marks)
Internal Assessment
This component consists of an individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Individual oral (15 minutes)
Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions but the teacher to the following prompt:
Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (40 marks)
The individual oral is recorded and sent for external assessment.
All assessment tasks for self-taught students are externally assessed.
Who this course is for
Students choosing to study School Supported Self-Taught Language A must be bilingual and have read widely in their Language A. This is a Group 1 course and is suitable for students experienced in using a language in an academic context. This is not a language acquisition course, and students should be highly competent in the target language. Students may have studied their Language A independently and gained a qualification in the language A, for example IGCSE, DELF, MYP.
*This course will be beneficial for bilingual students who are considering studying at a university in the country of their Language A choice. Students who study Language A and either English A or English B will be eligible to gain the Bilingual IB Diploma.
LANGUAGE B
AB INITIO LANGUAGES
The IB Language B course provides students with the opportunity to acquire or develop an additional language and to promote an understanding of other cultures through the study of language. Language B is designed for students who possess a degree of knowledge and experience in the target language. High performing standard level students should be able to follow university courses in other disciplines in the language B that is studied.
The courses aim to:
• Develop students’ intercultural understanding
• Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes
• Encourage, through the study of texts and social interaction, an awareness and appreciation of the different perspectives of people from other cultures
• Develop students’ awareness of the role of language in relation to other areas of knowledge
• Develop students’ awareness of the relationship between the languages and cultures with which they are familiar
• Provide students with a basis for further study, work and leisure through the use of an additional language
• Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.
Five prescribed themes are common to the syllabi of language ab initio and language B; the themes provide relevant contexts for study at all levels of language acquisition in the Diploma Programme, and opportunities for students to communicate about matters of personal, local or national, and global interest.
The five prescribed themes are:
• identities
• experiences
• human ingenuity
• social organisation
• sharing the planet
At Higher Level, in addition to the topics above, two works of literature are studied. Students are required to read two works of literature originally written in the target language.
Assessment
Paper 1 (Writing)
Paper 2 (Text Handling and Listening)
One writing task of 250-400 words (450-600 words for HL) from a choice of three, each from a different theme.
Listening and reading comprehension, drawn from all five themes.
Oral Individual oral
Courses will be offered in French, German, Japanese, Mandarin and Spanish, subject to demand and availability. English Language B is also available for students who study a non-English Language A course in Group 1 and this combination leads to the award of a ‘Bilingual Diploma’.
The syllabi at Higher and Standard Level are similar in content although study in the former will be more intensive and proficiency levels achieved should thus be much higher. Materials used in class will cover a range of topics, both literary and non-literary.
Higher Level students and Standard Level students will share a combined class for two double periods every week and Higher Level students will then have an additional double period taught separately.
Who this course is for
Language B is an additional language-learning course designed for students with previous learning of that language. The Higher Level course is only suitable for those students who have clearly recognisable skills in the language and who can already use and manipulate the language to a high standard. The Standard Level course is ideal for students who found success at (I)GCSE or equivalent and are already able to read, write, speak and listen in the target language.
The main focus of the course is on language acquisition and development of language skills. These language skills will be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts (in the case of HL),and should be related to the culture(s) concerned.
Language B is not suitable for students who are home language speakers of that language, but for those who have learnt the language as an MFL.
The Language Ab Initio course is designed for students with no prior experience of the language they wish to study. Decisions on the appropriateness of the course are taken by the school. The most important consideration being that the course should be a challenging educational experience for the student.
The courses aim to:
• furnish students with a solid grounding in the language, focusing on the key skills of reading, speaking, listening and writing;
• provide students with the skills required for everyday communication;
• provide the students with an insight into the culture of the countries where the target language is spoken.
Five prescribed themes are common to the syllabuses of language ab initio and language B; the themes provide relevant contexts for study at all levels of language acquisition in the DP, and opportunities for students to communicate about matters of personal, local or national, and global interest.
The five prescribed themes are:
• identities
• experiences
• human ingenuity
• social organisation
• sharing the planet
Assessment
Paper 1 (Writing)
Paper 2 (Text Handling and Listening)
Two written tasks of 70–150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions.
Listening comprehension (45 minutes)
Reading comprehension (1 hour)
Comprehension exercises on three audio passages and three written texts, drawn from all five themes.
Oral Individual Oral A conversation with the teacher, based on a visual stimulus and at least one additional course theme. 7 - 10 minutes
Courses are offered in German, French and Spanish (subject to student numbers). Students will be exposed to written and spoken language and will carry out tasks in listening, reading, speaking and writing. The tasks will be topic-based and practical in nature, the emphasis being on the ability to communicate effectively in the target language.
While this course is solely aimed at beginners, the achievement of a good grade will demand a considerable amount of hard work on the part of the student as the level expected at the end of Year 13 is well in advance of that required for (I)GCSE.
BUSINESS MANAGEMENT
ECONOMICS
GEOGRAPHY
HISTORY
DIGITAL SOCIETY
The IB Business Management programme aims to:
• give students an understanding of business principles, practices and skills;
• develop knowledge and understanding of business terminology, concepts and principles;
• develop competencies in problem-solving by identifying the problem, selecting and interpreting data, applying appropriate tools and recommending solutions by evaluating their quantitative and qualitative implications.
The IB Business Management course integrates four interdisciplinary concepts (change, creativity, ethics and sustainability,) with the business management tools, techniques and theories used to make business decisions as well as integrating case studies and examples to allow students to relate their knowledge to the real world.
Standard Level
The Standard Level (SL) syllabus consists of five Core topics, plus a primary and secondary research-based business commentary:
Introduction to Business Management Marketing
Human Resources
Higher Level
Operations Management
Finance and Accounts
The Higher Level (HL) syllabus consists of the same five Core topics, but with additional content, plus the same researchbased project as Standard Level.
Assessment
All students cover the five Core topics which have common content and success criteria. In addition to the Core, HL students are expected to complete extension areas of study in all five topics adding both depth and breadth to the course. Students can be taught in HL or SL groups or in mixed groups. Outside expertise is made use of whenever possible and students are expected to link their research projects to real business issues. Real-life application as well as integrating the six underlying concepts are now also a focus of one of the exam questions.
The demands of the Standard Level course are as rigorous as those of the Higher Level course; however, the content is reduced. Students doing this course need to have an interest in the business environment and do not need to have done Business Studies at IGCSE. There is not a large amount of mathematical content and so having a good ability in Mathematics is not essential, but students should be aware that paper 2 for both SL and HL is a quantitative techniques assessment.
The aims of the course are to:
• provide students with a core knowledge of economics;
• encourage students to think critically about economics;
• promote an awareness and understanding of internationalism in economics;
• encourage students’ development as independent learners;
• enable students to distinguish between positive and normative economics;
• enable students to recognise their own tendencies for bias.
The IB Economics course integrates core underlying concepts (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention.) Higher and Standard Level candidates all study the following topics, with various sections of the course specific to HL Economics.
1. Introduction to Economics
2. Microeconomics (includes some content specific to HL)
3. Macroeconomics (includes some content specific to HL)
4. The Global Economy (includes some content specific to HL)
Assessment
Economics may be run as a mixed group of Higher and Standard Level students.
Who this course is for
Students should be interested in government policies and how they affect consumers and businesses within a country’s economy. The Higher Level course has a Mathematical component assessed in paper 2 and paper 3, but the ability demands are equivalent to that of IGCSE Mathematics. The content of the Standard Level course is quite reduced and has a reduced mathematical component assessed in paper 2. Students of Economics may go into politics, international relations, banking and the general business environment.
The aims of the geography course at SL and HL are to enable students to:
• Develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales
• Develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues, including:
• acquiring an in-depth understanding of how geographic issues, or wicked problems, have been shaped by powerful human and physical processes
• synthesising diverse geographic knowledge in order to form viewpoints about how these issues could be resolved
• Understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.
All students (SL and HL) study the following:
Part 1: Optional Themes
Level
In addition to the Core, Standard Level (SL) students study two optional themes:
1. Freshwater – drainage basins
2. Leisure, tourism and sport
Part 2: Geographic perspectives – global change
1. Populations distribution – changing population
2. Global climate – vulnerability and resilience
3. Global resource consumption and security
Assessment
In addition to the above Higher Level (HL) students study the Standard Level optional themes and:
3. Food and health
4. Power, places and networks
5. Human development and diversity
6. Global risks and reliance
Geography is taught in mixed ability classes. Fieldwork takes place at Mae Kok Village resort in Chiang Mai province (changing river variables, which also includes work on a CAS project). Additional costs will be incurred for this mandatory section of the course.
Geography is such a diverse subject that studying the IB course will be applicable to students that have an interest in areas of Human, Physical, Economic and Development Geography, and enjoy exploring the various inter-relationships between the different components. Studying Geography can provide an individual with a holistic understanding of our planet and its systems. Those who study Geography are better prepared to understand topics impacting our planet such as climate change, global warming, desertification, El Nino, water resource issues, among others. With their understanding of political geography, those who study Geography are well-positioned to comprehend and explain global political issues that occur between countries, cultures, cities and their hinterlands, and between regions within countries.
Ideally students will have studied Geography at IGCSE level in order to get a grounding for the IB course, but this is not essential to succeed, and pre-course reading materials will be provided. Geography certainly suits all types of learners but particularly visual people who like to solve problems, research solutions and utilise technology.
Studying Geography can help to prepare for a wide range of careers which include Economic and Social Development researchers and consultants, NGO case workers, Global Politics and International Relations, Urban Planning, GIS specialist, Cartographer, Climatologist, Volcanologist, Transport Management, Environmental Management, Emergency/Disaster Management, Demography, Journalism and Marketing to name but a few.
The course aims to:
• develop an understanding of, and continuing interest in, the past;
• encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments;
• promote international-mindedness through the study of history from more than one region of the world;
• develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives;
• develop key historical skills, including engaging effectively with sources;
• increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past.
The 20th Century
• The Move to Global War-Japanese Expansionism 1931-41 and German/Italian Expansion 1933-40
• Authoritarian States: Hitler’s Germany, Castro’s Cuba – rise and maintenance of power
• The Cold War Superpower Tensions and Rivalries 1945-1991 including Cold War leaders (Truman and Stalin) and Cold War crises (Berlin Blockade/Korean War/Cuban Missile Crisis)
China and Korea (1910–1950)
• Rise of national identity in China
• Nationalist rule of China
• Rise of communism in China
• Impact of Japanese invasion of China
Impact of Japanese rule of Korea
• Political, economic and social impact of Japanese rule
Taiwan and Republic of China (ROC)
• The establishment of the Republic of China and its survival
The People’s Republic of China (1949–2005)
• Consolidation of the communist state (1949–1961) under Mao Zedong
• Transition to socialism
• Social developments; women’s rights; health; education
• Great Proletarian Cultural Revolution
• Foreign policy and foreign affairs 1949–1976
• Power struggle following the death of Mao Zedong
• China under Deng Xiaoping (1976–1997)
• China under Jiang Zemin and Hu Jintao (up to 2005)
Cold War conflicts in Asia
• Korea: Korean War (1950–1953)
• French Indo-China War
• Vietnam (USA)
In addition, all students will complete a Historical Investigation which is a research assignment of 2,200 words on a topic chosen by the student.
Assessment
1
2
sources on ‘The Move to Global War’Japanese Expansionism 1931-41 and German/Italian Expansion 1933-40
Course Structure
Higher Level (HL) and Standard Level (SL) students are taught together for Papers 1 and 2.
All students cover the Move to Global War, The Cold War and Authoritarian States. In addition, HL students look at China, Korea, the People’s Republic of China and Cold War Conflicts in Asia. HL and SL students will be taught together for two double lessons while the HL topics will be taught to HL students for one double lesson per week.
Who this course is for
Higher and Standard Level History is for students who have an interest in history and current affairs and unpicking why the world is the way it is today. Students will be involved in discussion, debates and role plays so active participation is expected. History prepares students well for university life as it is a subject with a strong emphasis on communication, literacy, argument, analysis and creative and critical thinking. These are crucial for so many university courses but also for jobs and careers beyond university such as law, media, finance and marketing and public relations. It helps to have studied it for IGCSE, but it is not necessary.
Aims
The course aims to:
• focus inquiry using course concepts, content and contexts as well as real-world examples
• explore diverse sources relevant to digital society
• investigate impacts and implications of digital systems for people and communities
• reflect on emerging trends, future developments and further insights.
• share discoveries about digital society with others.
Course Outline
The Digital Society course is centered around the following concepts, content and contexts as well as an internally assessed inquiry project. Concepts
Change Expression
Identity
Values and Ethics
Computers
Networks and the Internet
Media
Artifical Intelligence
Robots and Autonomous Technologies
Inquiry Project (internal assessment)
An inquiry project into impacts and implications of digital systems for people and communities. The requirements are common to both SL and HL students
Assessment Standard
Cultural
Economic Environmental Health
Human Knowledge
Political
Social
HL extension: challenges and interventions
Global well-being Governance and human rights Sustainable development
1 Questions that address the common SL and HL syllabus and real-world examples in an integrated way.
Source-based questions that address the common SL and HL syllabus in an integrated way. Sources may include text, audio, visuals, data, diagrams and/infographics
2
A project into the impacts and implications of a chosen digital system for people and communities. Project is submitted with an inquiry process document, a recorded multimedia presentation and a list of references.
Questions that address the common SL and HL syllabus and real-world examples in an integrated way. HL Students also address challenges and interventions.
Source-based questions that address the common SL and HL syllabus in an integrated way. Sources may include text, audio, visuals, data, diagrams and/infographics
and
A project into the impacts and implications of a chosen digital system for people and communities. Project is submitted with an inquiry process document, a recorded multimedia presentation and a list of references.
An inquiry-driven approach is used when teaching Digital society. The course integrates concepts, content and contexts through inquiry. Concepts such as expression, space and identity highlight powerful, pervasive and debatable perspectives that provide insight for inquiry. Content informs inquiry with details about digital systems including areas related to data, algorithms, media, AI, robotics and more. Contexts situate inquiry into areas significant to life in digital society including social, cultural and environmental contexts. Inquiry is fully articulated and supported in the course design and intended to be a practical and collaborative process that places student agency at the center of all learning experiences. Inquiry in digital society is structured using stages and approaches as well as a course toolkit. Inquiry stages and approaches facilitate the delivery of the course through defined cycles that begin with a focus on real-world examples and connections to course concepts, content and contexts. The course toolkit indicates important interdisciplinary skills such as approaches to project management, research, critical and creative thinking as well as multimedia communication. The inquiry cycle is directly aligned with assessment components to offer a cohesive and coherent student experience across teaching, learning and assessment.
There are no prerequisite required to take this course, however a student who has completed IGCSE ICT or Computer Science will have some fundamental technology knowledge.
BIOLOGY
CHEMISTRY
COMPUTER SCIENCE
DESIGN TECHNOLOGY
ENVIRONMENTAL SYSTEMS AND SOCIETIES
PHYSICS
SPORTS EXERCISE HEALTH SCIENCE
Biology is primarily concerned with the study of life and living systems. Biologists attempt to make sense of the world through a variety of approaches and techniques, controlled experimentation and collaboration between scientists. At a time of global introspection on human activities and their impact on the world around us, developing and communicating a clear understanding of the living world has never been of greater importance than it is today. Through the study of biology, students are empowered to make sense of living systems through unifying themes. By providing opportunities for students to explore conceptual frameworks, they are better able to develop understanding and awareness of the living world around them. This is carried further through a study of interactions at different levels of biological organization, from molecules and cells to ecosystems and the biosphere. Integral to the student experience of the IB biology course is the learning that takes place through scientific inquiry. With an emphasis on experimental work, teachers provide students with opportunities to ask questions, design experiments, collect and analyse data, collaborate with peers, and reflect, evaluate and communicate their findings. DP biology enables students to engage constructively with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond.
Through the overarching theme of the nature of science, the course aims to enable students to:
• develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects
• acquire and apply a body of knowledge, methods, tools and techniques that characterize science
• develop the ability to analyse, evaluate and synthesize scientific information and claims
• develop the ability to approach unfamiliar situations with creativity and resilience
• design and model solutions to local and global problems in a scientific context
• develop an appreciation of the possibilities and limitations of science
• develop technology skills in a scientific context
• develop the ability to communicate and collaborate effectively
• develop awareness of the ethical, environmental, economic, cultural and social impact of science.
The syllabus for Biology is divided into four themes. Subjects at HL are studied in greater depth and breadth than at SL.
course is divided up into 7 units as shown below:
Paper 1 Paper 1A: Multiple-choice questions Paper 1B: Data-based questions (four questions that are syllabus related, addressing all themes)
Paper 2
Scientific Investigation
and
The scientific investigation is an open ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.
The teaching of Biology as an experimental science requires that all students participate in a field trip in January of Year 12. The trip take place in Khao Yai national park where we stay in a resort just outside the entrance to the park. The trip lasts four days and four nights and takes place during which students are taught a variety of field/Ecology techniques. There may also be an opportunity during the trip for students to carry out a personal investigation of an aspect of forest ecology. Parents will be informed of the final arrangement for fieldtrip during Term 1 of Year 12.
All students must complete the Group 4, collaborative Science project which usually takes place during the Year 12 Residential.
Who this course is for
Higher Level Biology
Grade 6,6,6 or above at IGCSE across all three Sciences and usually with a strength in Biology. Or Grade 7,6 or above at IGCSE Double Award Science*. Or by consultation and agreement with Head of Subject and IB Coordinator.
Standard Level Biology
Grade 5,5,5 or above at IGCSE across all three Sciences and usually with a strength in Biology. Or Grade 5,5 or above at IGCSE Double Award Science*. Or by consultation and agreement with Head of Subject and IB Coordinator.
*or similar level of success in another Pre-16 system
This course aims to enable students to:
• Develop conceptual understanding that allows connections to be made between different areas of the subject, and to other sciences subjects
• Acquire and apply a body of knowledge, methods, tools and techniques that characterize science
• Develop the ability to analyse, evaluate and synthesize scientific information and claims
• Develop the ability to approach unfamiliar situations with creativity and resilience
• Design and model solutions to local and global problems in a scientific context
• Develop an appreciation of the possibilities and limitations of science
• Develop technology skills in a scientific context
• Develop the ability to communicate and collaborate effectively
• Develop awareness of the ethical, environmental, economic, cultural and social impact of science.
The chemistry course promotes concept-based teaching and learning to foster critical thinking. As students progress through the course, they become familiar with traditional experimentation techniques, as well as the application of technology. These opportunities help them to develop their investigative skills and evaluate the impact of error and uncertainty in scientific inquiry. The scientific investigation then places a specific emphasis on inquiry-based skills and the formal communication of scientific knowledge. Finally, the collaborative sciences project extends the development of scientific communication in a collaborative and interdisciplinary context, allowing students to work together beyond the confines of chemistry.
Paper 1 Paper 1A: Multiple-choice questions
1B: Data-based
work
2
Scientific Investigation
The scientific investigation is an open ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.
Assessment has two components; internal assessment and external assessment. Topics are covered with each one starting with core and then progressing onto additional higher-level material. Internal Assessment involves one extended laboratory investigation designed by the student.
Who this course is for
Students of Higher-Level Chemistry may continue to study pure chemistry or chemical engineering or else a discipline in the biological field where a good background in chemistry is deemed essential such as medicine, dentistry, veterinary science, biochemistry, pharmacology, pharmacy, microbiology etc. In many cases Higher Level Chemistry may be an entry requirement for these courses. A competent but not necessarily excellent level of Mathematics is required, usually illustrated by a good grade at IGCSE. Students of Standard Level Chemistry typically have a broader range of subjects in mind for Further Education and take the subject for the sake of interest and enquiry or as an extra science course to supplement their study of Physics and Mathematics in their ambition for an engineering course. The demands of the Standard Level course are as rigorous as those of the Higher-Level course, however the content is reduced.
Grade 6,6,6 or above at IGCSE across all three Sciences and usually with a strength in Chemistry. Or Grade 7,6 or above at IGCSE Double Award Science*. Or by consultation and agreement with Head of Subject and IB Coordinator.
Grade 5,5,5 or above at IGCSE across all three Sciences and usually with a strength in Chemistry. Or Grade 5,5 or above at IGCSE Double Award Science*. Or by consultation and agreement with Head of Subject and IB Coordinator.
*or similar level of success in another Pre-16 system
Course under curriculum review by IBO for first teaching in August 2025. Updates to be made here in early 2025 following resease of new subject guide Aims
The course aims to:
• provide opportunities for study and creativity within a global context that will stimulate and challenge students developing the skills necessary for independent and lifelong learning;
• provide a body of knowledge, methods and techniques that characterize computer science;
• enable students to apply and use a body of knowledge, methods and techniques that characterise computer science;
• demonstrate initiative in applying thinking skills critically to identify and resolve complex problems;
• engender an awareness of the need for, and the value of, effective collaboration and communication in resolving mplex 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;
• raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology;
• develop an appreciation of the possibilities and limitations associated with continued developments in IT systems and computer science;
• encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.
Topic 3: Networks
Topic 4: Computational Thinking,
Topic 7: Control
Case Study (issued annually)
The class will follow one of the options listed:
Option A: Databases
Option B: Modelling and Simulation
Option C: Web Science
Option D: Object-oriented Programming (OOP)
In the first year, the Core topics 2, 4 and an Option unit are taught and for HL the additional topics 5 and 6. The internal assessment is begun in Term 3 of the first year for both SL and HL students. In addition, the HL students are introduced to the case study. In the second year, the internal assessment is completed, the remaining topics are covered and HL students undertake more work related to the case study. Time has been allocated during Term 2 for thorough review and revision. Students will undertake practical programming exercises using the Java programming language. Topic 4 is considered and examined throughout the course duration. Option D, Object-oriented programming (OOP), is usually the Option selected for this course. Students undertake a programming project and study more OOP to answer questions in this category.
Students of Computing usually continue to study Computer Engineering or Computer Science at University. A good grade A or A*, for IGCSE Computer Science is the norm for students who select this subject. However, any student who can demonstrate a love for programming, from having undertaken their own personal and independent programming study and experimentation, would be considered. Students who have not undertaken IGCSE Computer Science may need to sit an assessment to prove that they have a basic understanding of programming fundamentals. You must have undertaken some form of programming prior to this course. Students who take this course are passionate about computers, how they work, how to build them and how to program them at an advanced level.
Course under curriculum review by IBO for first teaching in August 2025. Updates to be made here in early 2025 following resease of new subject guide
The course aims to develop in students:
• a sense of curiosity as they acquire the skills necessary for independent and lifelong learning and action through inquiry into the technological world around them;
• an ability to explore concepts, ideas and issues with personal, local and global significance to acquire in-depth knowledge and understanding of design and technology;
• initiative in applying thinking skills critically and creatively to identify and resolve complex social and technological problems through reasoned ethical decision-making;
• an ability to understand and express ideas confidently and creatively using a variety of communication techniques through collaboration with others;
• a propensity to act with integrity and honesty, and take responsibility for their own actions in designing technological solutions to problems;
• an understanding and appreciation of cultures in terms of global technological development, seeking and evaluating a range of perspectives;
• a willingness to approach unfamiliar situations in an informed manner and explore new roles, ideas and strategies so they can articulate and defend their proposals with confidence;
• an understanding of the contribution of design and technology to the promotion of intellectual, physical and emotional balance and the achievement of personal and social well-being;
• empathy, compassion and respect for the needs and feelings of others in order to make a positive difference to the lives of others and to the environment;
• skills that enable them to reflect on the impacts of design and technology on society and the environment in order to develop their own learning and enhanced solutions to technological problems.
Paper 2
Paper 3
Assessment
Section A: Database questions and short answer on Core Topics, Section B: extended response on Core Topics
long and short response based on AHL material
A student-centred design project that encompasses the IB Design Cycle.
Both the IB Higher and Standard Level Design Technology courses follow on from, and further develop, the IGCSE Design and Technology syllabus. They include some student-centred practical/design project work as well as an increased amount of theoretical study. Higher and Standard Level students are taught the common core together in mixed ability groups. Throughout the course, the students will have the opportunity to experience the full range of production and engineering processes the Design Technology Faculty has to offer.
Design Technology is a unique course in Group 4 as a departure from a traditional science course. The course focuses on materials, processes, and roles of designs and designers. Students are encouraged to actively explore concepts, ideas and issues. Apply thinking skills creatively and critically and develop an understanding of how designers work and communicate. By embracing global technological development students develop an awareness of the role of design and technology in society. This includes an understanding of how designers must consider material, political, social, and economic factors which affect peoples’ priorities when designing a product. Students will be taught how to evaluate existing products and analyse situations so that they can suggest appropriate improvements.
Additionally, Design Technology maintains a strong emphasis on giving students the experience of designers and as such a central part of the course is the design project where they will use the design cycle to produce an object of their own design. Design and Technology is a demanding course at both Standard and Higher Level. There is a large theoretical study content to the course and students must be prepared to read at home and engage in continuous assessment in class. There is also a large IA coursework project, which constitutes 40% of the overall marks
Ideally students have studied Design and Technology at IGCSE level and achieved a good pass, however students who have not previously studied Design and Technology may be able to join the course following appropriate consultation with the Head of Subject. This is to ensure the necessary design, problem solving and CAD skills in preparation for the rigor of the IB course.
After consultation with subject teachers about suitability and endorsement by the head of faculty non IGCSE DT students may be accepted on the course. This is conditional on successful completion of orientation based work after their IGCSE exams to demonstrate competence in design thinking and CAD modelling. Over the summer vacation prospective students will also need to complete a set of transition work to ready them for the course.
Design Technology certainly suits all types of learners but particularly creative people who like to solve problems and those who have an active interest in design.
The world of Design, Engineering and Industry is vast. There are a multitude of college courses as there are careers. Below are just a few options available:
• Product design
• Industrial design
• Interior design
• Web design
• Graphic design
• Transport design
• Engineering
• Architecture
• Furniture design
As a trans-disciplinary subject ESS is located in more than one option group and satisfy the requirements of both Groups 3 (Individuals and Societies) and 4 (Experimental Sciences) as well as Group 6.
The course aims that the students:
• acquire the knowledge and understandings of environmental systems at a variety of scales
• apply the knowledge, methodologies and skills to analyse environmental systems and issues at a variety of scales
• appreciate the dynamic interconnectedness between environmental systems and societies
• value the combination of personal, local and global perspectives in making informed decisions and taking responsible actions on environmental issues
• be critically aware that resources are finite, and that these could be inequitably distributed and exploited, and that management of these inequities is the key to sustainability
• develop awareness of the diversity of environmental value systems
• develop critical awareness that environmental problems are caused and solved by decisions made by individuals and societies that are based on different areas of knowledge
• engage with the controversies that surround a variety of environmental issues
• create innovative solutions to environmental issues by engaging actively in local and global contexts.
Students are required to spend 120 hours studying the material specified in the course and a further 30 hours on practical/ investigative work.
Topic 1: Foundations
Topic 2: Ecology
Topic 3: Biodiversity and conservation
Topic 4: Water
Topic 5: Land
Topic 6: Atmosphere and Climate Change
Topic 7: Natural Resources
Topic 8: Human Populations and Urban Systems
• HL.a Environmental law
• HL.b Environmental economics
• HL.c Environmental ethics
There are two required field trips during the course. The first one will be to a Rainforest Ecosystem in Kaeng Krachan during year 12 during Term 2. The aim of this field trip is to gain first-hand experience in studying Topics 2 and 3, and to provide students with the opportunity to gather data for their internal assessment projects.
The second field trip will take place in Term 1 of Year 13 and will be a single day trip out in to the Gulf of Thailand where we hope to view and study baleen whale behaviour and ecology firsthand.
Please note, there will be a fee associated with both trips.
2
Section A (25 marks) is made up of short-answer and data-based questions
Section B (40 marks) requires students to answer two structured essay questions from a choice of four. Each question is worth 20 marks
Section A (25 marks) is made up of short-answer and data-based questions
Section B (40 marks) requires students to answer two structured essay questions from a choice of four. Each question is worth 20 marks
The Internal assessment enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations.
The task involves the completion of an individual investigation of an ESS research question that has been designed and implemented by the student. The investigation is submitted as a written report that is of 3000 words.
The task and report will consist of:
• identifying an ESS issue and focusing on one of its specific aspects;
• developing methodologies to generate data that are analysed to produce knowledge and understanding of this focused aspect;
• applying the outcomes of the focused investigation to provide understanding or solutions in the broader ESS context.
This report is internally assessed by the teacher and externally moderated by the IBO. The performance in IA is judged against six assessment criteria – Identifying the Context; Planning; Results, Analysis and Conclusion; Discussion and evaluation; Applications and Communication.
Through studying Environmental Systems and Societies (ESS), students will be provided with a coherent perspective of the interrelationships between environmental systems and societies, one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. The teaching approach is such that students are allowed to evaluate the scientific, ethical and socio-political aspects of issues.
Awareness of local and global environmental concerns and an understanding of the scientific method would be good preparation for this course.
To ensure success in Environmental Systems and Societies at IB the following are expected:
Grade C and above for IGCSE Geography
OR
Grade 5 or above at IGCSE Biology or grade 5,5 or above at IGCSE Double Award Science* (or by consultation and agreement with Head of Subject and IB Coordinator)
*or similar level of success in another Pre-16 system
Awareness and an interest in local and global environmental concerns would also be good preparation for this course.
The course encourages students to:
• explain the behaviour of the Universe, from the smallest quark to the largest galactic structures;
• study the theories and methodology that have been successful in creating our present understanding of the physical universe;
• appreciate the importance of experimentation in this acquisition of knowledge and to be competent in its application;
• understand how our knowledge of Physics is applied to develop technology.
The Higher and Standard Level courses have a subject-specific core (SSC) with additional option topics. The Higher Level course has additional material (AHL). Practical work occupies about 25% of the course study time.
Syllabus Component
A. Space, time and motion
1. Kinematics*
2. Forces and Momentum*
3. Work, Energy and Power*
4. Rigid Body Mechanics***
5.. Galilean and Special Relativity***
B. The Particulate Nature of Matter
1. Thermal Energy Transfers*
2. Greenhouse Effect*
3. Gas Laws*
4. Thermodynamics***
5. Current and Circuits*
C. Wave Behaviour
1. Simple Harmonic Motion**
2. Wave Model*
3. Wave Phenomena**
4. Standing Waves and Resonance*
5. Doppler Effect**
D. Fields
1. Gravitational Fields**
2. Electric and Magnetic Fields**
3. Motion in Electromagnetic Fields*
4. Induction***
E. Nuclear and Quantum Physics
1. Structure of the Atom**
2. Quantum Physics***
3. Radioactive Decay**
4. Fission*
5. Fusion and Stars*
Key to Table:
* Topics with content that should be taught to all students
** Topics with content that should be taught to all students plus additional HL content
*** Topics with content that should only be taught to HL students
The practical aspect of the course consists of an introduction to experimental techniques and error analysis, followed by a series of experiments of varying complexity designed to prepare the students for a ten-hour Internal Assessment. Including this assessment, students must complete at least 40 hours of practical work for Standard Level and 60 hours for Higher Level.
Scientific Investigation
The scientific investigation is an open-ended task in which the student gathers and analyses data to answer their own research question. The scientific investigation’s outcome will be assessed through a written report. The maximum overall word count for the report is 3,000 words.
Students will progress through the above content in a manner that brings concepts together and allows them to access ideas in a structured way in preparation for the three written papers. They will be internally assessed on their practical work through a ten-hour investigation where they will design, carry out and evaluate a practical task. Throughout the course they will be exposed to examples of the Nature of Science pertaining to Physics along with the International Mindedness of Physics and links with Theory of Knowledge. There will also be a ten-hour Collaborative sciences project Scientific investigation in which students from other subjects work together. The IB Learner Profile will be central to their development throughout.
During Year 12 there is a mandatory field trip to Dreamworld to investigate forces and motion; this trip is provided at no extra cost to parents.
Students of Higher Level Physics may continue to study Engineering or Physical Science at University (and in many cases Higher Level Physics is an entry requirement for these courses). A proficient level of Mathematics is required, usually illustrated by a high grade at IGCSE. Students of Standard Level Physics typically have a broader range subjects in mind for Further Education and take the subject for the sake of interest and enquiry. The demands of the Standard Level course are as rigorous as those of the Higher Level course, however the content is reduced.
To ensure success in Physics at IB the following are expected:
Grade 6,6,6 or above at IGCSE across all three Sciences and usually with a strength in Physics. Or Grade 7,6 or above at IGCSE Double Award Science*. Or by consultation and agreement with Curriculum Leader for Physics and IB Coordinator.
Standard Level Physics
Grade 5,5,5 or above at IGCSE across all three Sciences and usually with a strength in Physics. Or Grade 5,5 or above at IGCSE Double Award Science*. Or by consultation and agreement with Curriculum Leader for Physics and IB Coordinator.
*or similar level of success in another Pre-16 system
The IB Sports and Exercise Science programme aims to:
• develop students as confident and creative investigative scientists;
• foster an informed understanding of contemporary issues in health and sports science including genetics, doping and immunity;
• explore the connections between human anatomy, physiology, biomechanics and sporting performance;
• examine the process of skill acquisition from a scientific perspective to inform better teaching and coaching practice;
• equip students to collect, interpret and apply data sets to decision making.
The IB Sports and Exercise Science is an applied course of study, which is enriched by a large range of engaging lab experiences. You do not need to be an elite athlete to be successful in this course – it is an inter-disciplinary Science with aspects of Human Biology, Physics and Physical Education.
Standard Level
The Standard Level (SL) syllabus consists of six Core topics, plus an IA.
The Higher Level (HL) syllabus consists of the same six Core topics but with additional content, plus an IA.
Paper 1
Paper 2
Paper 3
40 multi-choice questions, 15 common to SL and then five more on Core topics + 20 on HL topics
Section A:
One data-based question and several short answer questions on both SL and HL topics.
Section B:
One extended response question from the core (choice of three)
Several short answer and extended-response questions (all compulsory) in each of the two topics studied
All students cover the five Core topics which have common content and success criteria. In addition to the Core, HL students are expected to complete extension areas of study in an additional 6 topics adding both depth and breadth to the course. Students can be taught in HL or SL groups or in mixed groups. Outside expertise is made use of whenever possible and students are expected to link their research projects to contemporary issues in sports science and human performance.
The demands of the Standard Level course are as rigorous as those of the Higher Level course; however, the content is reduced. Students doing this course need to have an interest in human biology and athletic performance but do not need to have done Physical Education at GCSE.
There is not a large amount of mathematical content so having a good ability in Mathematics is not essential but students should be aware there will be some basic statistical analysis required. It is especially suitable for students who enjoy applying their scientific knowledge outside of the classroom – on a sports pitch, court, swimming pool, fitness gym or whilst in an ice bath.
Common exit pathways for students who successfully undertake this course include further study to work as: Sports Physiologists, Biomechanists, Sports Coaches, PE Teachers, Kinesiologists, Physiotherapists and Personal Trainers.
MATHEMATICS - ANALYSIS & APPROACHES
MATHEMATICS APPLICATIONS & INTERPRETATIONS
This course studies key concepts of mathematics with an emphasis on Algebra, Trigonometry and Calculus.
Aims
Students are encouraged to:
• Develop logical, critical and creative thinking;
• Develop an understanding of the principles and nature of the subject;
• Develop patience and persistence in problem solving;
• Transfer skills to alternative situations and to future developments;
• Communicate clearly and confidently in a variety of contexts.
The following topics will be covered in both courses:
• Number and Algebra (HL: 39hrs, SL:19hrs)
• Functions and Equations (HL: 32hrs, SL:21hrs)
• Circular functions and Trigonometry (HL: 51hrs, SL:25hrs)
• Statistics & Probability (HL: 33hrs, SL:27hrs)
• Calculus (HL: 55hrs, SL:28hrs)
The IB DP Mathematics: analysis and approaches course recognises the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. The focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach.
Students are encouraged to apply their mathematical knowledge to solve abstract problems as well as those set in a variety of meaningful contexts. Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Students should expect to develop insight into mathematical form and structure and should be intellectually equipped to appreciate the links between concepts in different topic areas. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.
The aims of all DP mathematics courses are to enable students to:
• 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 instill confidence in using mathematics
• employ and refine their powers of abstraction and generalization
• 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
• 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 and 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.
Standard Level Paper 1
No technology allowed. (80 marks)
Section A
B
Paper 2
short-response questions based on the syllabus.
extended-response questions based on the syllabus.
Technology required. (80 marks)
Section A
Compulsory short-response questions based on the syllabus.
Section B
1
Paper 2
No technology allowed. (110 marks)
questions based on the syllabus. Section B
Technology required. (110 marks)
Section A
Compulsory short-response questions based on the syllabus.
Section
3
– Students explore a mathematical theme, which is an area of personal interest. The level of mathematics has
with the level of course being
Who this course is for
Higher Level: Students who enjoy Algebra, Trigonometry and Calculus, and are expecting an A* at IGCSE (or already have one). They may be considering university study in Mathematics, Physics or Engineering.
Standard Level: Students who enjoy Algebra, Trigonometry and Calculus and are expecting to achieve at least an A at IGCSE. They may be considering university study in Physics or Engineering.
This course studies key concepts of Mathematics with an emphasis on Statistics, Modelling and use of technology.
Students are encouraged to:
• Develop logical, critical and creative thinking;
• Develop an understanding of the principles and nature of the subject;
• Develop patience and persistence in problem solving;
• Transfer skills to alternative situations and to future developments;
• Communicate clearly and confidently in a variety of contexts.
The following topics will be covered in both courses, with emphasis as indicated above:
• Number and Algebra (HL: 29hrs, SL:16hrs)
• Functions and Equations (HL: 42hrs, SL:31hrs)
• Circular functions and Trigonometry (HL: 46hrs, SL:18hrs)
• Statistics & Probability (HL: 52hrs, SL:36hrs)
• Calculus (HL: 41hrs, SL: 19hrs)
The IB DP Mathematics: applications and interpretation course recognises the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalisations.
Students should expect to develop strong technological skills and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.
The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.
The aims of all DP mathematics courses are to enable students to:
• 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 instill confidence in using mathematics
• employ and refine their powers of abstraction and generalization
• 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
• 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 and 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.
Standard Level
1
2
Internal Assessment
(80 marks)
(80 marks)
Exploration – Students explore a mathematical theme, which is an area of personal interest. The level of mathematics has to be
with the level of course being followed.
(110 marks)
required. (110 marks)
2
Paper 3
required. (55 marks)
Exploration – Students explore a mathematical theme, which is an area of personal interest. The level of mathematics has to be commensurate with the level of course being followed.
Higher Level: Students who are expecting an A* at IGCSE (or already have one) and enjoy applying Mathematics. They may be considering university study in Biology, Psychology, or Computer Science.
Standard Level: Students who enjoy applying Mathematics. They may be considering university study in subjects that don’t use mathematics such as Business, Design, Languages or Humanities.
The aims of the course at both Standard and Higher Levels are to:
• explore a range of musical contexts and make links to, and between, different musical practices, conventions and forms of expression
• acquire, develop and experiment with musical competencies through a range of musical practices, conventions and forms of expression, both individually and in collaboration with others
• evaluate and develop critical perspectives on their own music and the work of others.
Students select samples of their work for a portfolio submission (maximum 2,400 words). Students submit:
• written work demonstrating engagement with, and understanding of, diverse musical material
Exploring Music in Context
• practical exercises: -creating: one creating exercise (score maximum 32 bars and/or audio 1 minute as appropriate to style)
-performing: one performed adaptation of music from a local or global context for the student’s own instrument (maximum 2 minutes)
• supporting audio material (not assessed)
Students submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry in a local and/or global context. The report provides a rationale and commentary for each process. Students submit:
Experimenting with Music
Presenting Music
• a written experimentation report that supports the experimentation (maximum 1,500 words)
• practical musical evidence of the experimentation process -three related excerpts of creating (total maximum 5 minutes) -three related excerpts of performing (total maximum 5 minutes)
Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry. The submission contains:
• Presenting as a researcher -programme notes (maximum 600 words)
• Presenting as a creator -composition and/or improvisation (maximum 6 minutes)
• Presenting as a performer -solo and/or ensemble (maximum 12 minutes) -excerpts, where applicable (maximum 2 minutes)
Students at Higher Level complete the same components as SL with an additional component.
Students select samples of their work for a portfolio submission (maximum 2,400 words). Students submit:
• written work demonstrating engagement with, and understanding of, diverse musical material
Exploring Music in Context
Experimenting with Music
• practical exercises:
-creating: one creating exercise (score maximum 32 bars and/or audio 1 minute as appropriate to style)
-performing: one performed adaptation of music from a local or global context for the student’s own instrument (maximum 2 minutes)
• supporting audio material (not assessed).
Students submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry in a local and/ or global context. The report provides a rationale and commentary for each process. Students submit:
• a written experimentation report that supports the experimentation (maximum 1,500 words)
• practical musical evidence of the experimentation process -three related excerpts of creating (total maximum 5 minutes) -three related excerpts of performing (total maximum 5 minutes)
Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry. The submission contains:
• Presenting as a researcher -programme notes (maximum 600 words)
Presenting Music
The Contemporary Music Maker
• Presenting as a creator -composition and/or improvisation (maximum 6 minutes)
• Presenting as a performer -solo and/or ensemble (maximum 12 minutes) -excerpts, where applicable (maximum 2 minutes)
Students submit a continuous multimedia presentation documenting their reallife project. Students submit multimedia presentation (maximum 15 minutes), evidencing:
• the project proposal
• the process and evaluation
• the realized project, or curated selections of it.
This course introduces students to a wide range of music from familiar and unfamiliar contexts that expands their horizons and provides new and exciting musical stimuli for their own work. To achieve this, the course uses a framework of areas of inquiry and contexts. Students broaden their knowledge by engaging with diverse musical material from personal, local and global contexts. They develop their musical identities by considering music and its functions in four areas of inquiry.
All students will experience the musical processes of:
• Exploring Music in context
• Experimenting with music
• Presenting music
For each process, the student will take on the roles of researcher, creator and performer.
The four areas of inquiry are:
1. Music for sociocultural and political expression
2. Music for listening and performance
3. Music for dramatic impact, movement and entertainment
4. Music technology in the electronic and digital age
We also strongly recommend that all IB music students participate in the Music ECA programme.
Who this course is for
Standard Level
This is for the student who has a genuine interest in music and has an open mind to various styles of music across time and place. Through an inquiry-based approach, they will develop a portfolio of work over the two-year course. Samples of work will then be sent for assessment. There is no formal examination for this course.
Higher Level
This is for the student who has a genuine interest in music and has an open mind to various styles of music across time and place. Through an inquiry-based approach, they will develop a portfolio of work over the two-year course. They will also complete an independent project that allows them to collaborate with other disciplines. Samples of work will be sent for assessment. There is no formal examination for this course.
If IB Diploma Music is a subject you are considering, please discuss this with a member of the Music department.
Studying Theatre as a subject and doing ECA Drama performances, was the best preparation I could have had for doing my MBA in Business. The skills doing drama gave me, meant I was able to give the most engaging presentations, be creative and able to improvise under pressured Q&A sessions, lead a team, and have the confidence required to sell products and have people believe in what I was pitching.
Adam Braun, Grad ‘14
The Arts aims of the course are to enable students to:
• explore the diversity of the arts across time, cultures and contexts;
• develop as imaginative and skilled creators and collaborators;
• Express ideas creatively and with competence in forms appropriate to the artistic discipline;
• critically reflect on the process of creating and experiencing the arts;
• develop as informed, perceptive and analytical practitioners;
• enjoy lifelong engagement with the Arts
In addition, the aims of the Theatre course at SL and HL are to enable students to:
• inquire into Theatre and its contexts;
• develop and practically apply theatre performance and production skills and elements, led by intentions;
• create, present and evaluate theatre work both independently and collaboratively
• acquire the perspectives and intentions of an internationally-minded theatre-maker.
For Higher Level only:
• understand and appreciate the relationship between theory and performance.
The Inquiry Cycle
The theatre course is intended to be taught through dynamic cycles of Inquiry, Action and Reflection.
Overview of the course
Through the perspectives of creator, designer, director and performer, theatre students investigate:
• Staging play texts
• Exploring World Theatre Traditions
• Collaboratively creating original theatre
• Performing theatre theory (HL only)
These activities link with the Core syllabus areas as follows:
Process
Inquiring
Developing
Presenting Theatre
• Carrying out academic and practical research;
• Contextualising work, auditing interests or investigating areas for development;
• Formulating theatre-maker intentions;
• Proposing action for further development of exploration.
• Developing and refining work for a specific purpose, led by clearly defined intentions;
• Exploring ideas and concepts through practical experimentation with performance and production elements;
• Making discoveries and generating new work.
• Demonstrating achievement to date;
• Performing to an audience;
Presenting
Evaluating
• Presenting ideas, understandings and skills that have been developed over time.
• Considering progress made and identifying opportunities for further development;
• Critiquing work that has been shared;
• Evaluating the extent to which intentions have been fulfilled;
• Gathering feedback from others;
• Making links between different areas of the theatre course;
• Reflecting on successes and challenges encountered during the process.
Students are assessed on the following range of tasks:
Tasks
Production Proposal
Students choose a published play text and formulate a vision for the design and theoretical staging of the text for an audience. These ideas are presented in the form of a proposal (12 pageswritten and images plus sources used).
Students deliver and video record an individual research presentation (15 mins max) in which they provide evidence of their academic and practical exploration and learning of a world theatre tradition they have not previously studied. Each student submits:
• A video recording (15 mins)
• A list of all sources and resources used.
Students collaboratively create and perform an original piece of theatre (lasting 7 - 10 minutes) created from a starting point of their choice. The piece Is presented to an audience as a fully-realised production. Each student submits:
• A projected report (max 10 pages or written text and Images)
• A video recording of the final piece (10 minutes max)
Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of theory and create and present a solo theatre piece (4-7 min) that demonstrates the practical application of this theory to the theatre piece for an audience. Each student submits:
• A report (2,500 words) plus sources
• A video recording of the whole solo theatre piece (4-7 mins)
The Theatre course at both Higher Level and Standard Level requires no previous experience in drama or theatre. Students of IB Theatre are open-minded, creative, collaborative and curious. The course is for anyone interested in theatre as a whole and students will develop key skills such as leadership, collaboration, presentation and independent research. Whilst some students graduate to some of the best acting schools, and others go on to study liberal arts or theatre orientated courses at University, the majority of our students pursue subjects such as Law, Business and Marketing, or in fact any subject where teamwork, project development and presentation skills are a key component.
In the future it is not about the competition of knowledge, it’s the competition of creativity. It is the competition of imagination. If you think like a machine a problem will come. In the past 200 years we make people like a machine. The focus has been on knowledge driven and manufacturing driven knowledge but now machines can do this better than us. In the next 30 years, the machine will look like people. So the future is not knowledge driven - it is wisdom driven, it is experience driven, it is creativity driven. New technology is going to change everything and we need more students doing Creative Arts subjects.
-Jack Ma, co-founder and executive chair of the Alibaba Group
New subject guide to be issued by IB in early 2025. Updates to be made at this time.
The course aims to enable students to:
• enjoy lifelong engagement with the arts;
• become informed, reflective and critical practitioners in the arts;
• understand the dynamic and charging nature of the arts;
• explore and value the diversity of the arts across time, place and cultures;
• express ideas with confidence and competence;
• develop perceptual and analytical skills.
In addition, the aims of the Visual Arts course at Standard and Higher Level are to enable students to:
• make artwork that is influenced by personal and cultural contexts;
• become informed and critical observes and makers of visual cultural and media;
• develop skills, techniques and processes in order to communicate concepts and ideas.
The Visual Arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art makers.
The Visual Arts Core syllabus at SL and HL consists of three equal, interrelated areas: visual arts in context, visual arts methods and communicating visual arts. These Core areas interlink and are fully covered by completing set theme based project work. Students are required to understand the relationship between these areas and how each area informs and impacts on their visual work.
Assessment
The difference in expectations at Higher Level and Standard Level is provided above in the required work submission section.
All work is moderated by an external assessor. The process portfolio is assessed by the teacher. Assessment consists of an evaluation of the body of work as a whole in the form of an exhibition.
Students are required to analyse and compare artworks, objects or artifacts by different artists. This independent critical and contextual investigation should explore artworks, objects and artifacts from differing cultural contexts. Throughout the course, students will have investigated a range of artists, styles, images and objects from a range of cultural contexts, through an integrated approach to exploring the three syllabus areas: visual arts in context, visual arts methods and communicating visual arts. Students select artworks, objects and artifacts for comparison from differing cultural contexts that may have been produced across any of the art-making forms and that hold individual resonance for the student and have relevance to their own art-making practice.
Students at SL and HL submit carefully selected materials which demonstrate their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course. The work, which may be extracted from their visual arts journal and other sketch books, notebooks, folios and so on, should have led to the creation of both resolved and unresolved works. The selected process portfolio work should show evidence of their technical accomplishments during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication.
Students at SL and HL submit for assessment a selection of resolved artworks for their exhibition. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and practices to realise their intentions. Students also evidence the decision-making process which underpins the selection of this connected and cohesive body of work for an audience in the form of a curatorial rationale.
If you have studied GCSE Fine Art or GCSE Graphic Communication or have a competency regarding drawing, painting, sculpting and a keenness to further develop your practical skills and expand your ability to express yourself this course could be for you. Students of Higher Level Visual Arts often go on to study in related fields such as Architecture, Fine Art, Arts Administration, Photography, Graphic Design, Events Planning and Product design, where a portfolio is often requested as part of the application process. GCSE art is not a pre-requisite to IB studies but it is a helpful background to further studies.
The aims are to enable students to:
• further develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment;
• develop a greater understanding of mathematical principles and a further appreciation of mathematics as a logical and coherent subject;
• acquire a greater range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of everyday situations and of other subjects they may be studying;
• further develop the ability to analyse problems logically;
• recognise when and how a situation may be represented mathematically, identify and interpret relevant factors and select an appropriate mathematical method to solve the problem;
• use mathematics fluently as a means of communication with emphasis on the use of clear expression;
• acquire the mathematical background necessary for further study in mathematics or related subjects.
Course Outline
Topics covered are:
Further Pure Mathematics 1
1.1 Roots of polynomial equations
1.2 Rational functions and graphs
1.3 Summation of series
1.4 Matrices
1.5 Polar coordinates
1.6 Vectors
1.7 Proof by induction
Further Mechanics
3.1 Motion of a projectile
3.2 Equilibrium of a rigid body
3.3 Circular motion
3.4 Hooke’s law
3.5 Linear motion under a variable force
3.6 Momentum
Assessment
Paper 1
Paper 3
Paper 4
Who this course is for
Further Pure Mathematics 2
2.1 Hyperbolic functions
2.2 Matrices
2.3 Differentiation
2.4 Integration
2.5 Complex numbers
2.6 Differential equations
Further Probability & Statistics
4.1 Continuous random variables
4.2 Inference using normal and t-distributions
4.3 Chi-squared tests
4.4 Non-parametric tests
4.5 Probability generating functions
We recommend this course predominantly for those who enjoy and excel at Mathematics and are likely to study a related course such as Mathematics, Computer Science, Engineering, or Physics at University (in some cases Further Mathematics is an entry requirement for these courses). A prerequisite for this course is the completion of the A level 9709 Mathematics course, which is partly completed within the Enriched Mathematics pathway at Patana, in addition to summer work in Mechanics and Statistics. This course must be completed in addition to the requirements of the IB Diploma Programme and its mathematical requirements.
