International Baccalaureate Diploma Programme (IBDP)
Group 1
Language and Literature
Literature and Performance
Group 2
Language Acquisition
Group 3
Economics
Geography
History
Psychology
Group 4
Biology
Chemistry
Computer Science
Design Technology
Physics
Sports, Exercise & Health Science
Group 5
Mathematics
Group 6
Music
Visual Arts
International Baccalaureate Career-related Programme (IBCP)
The IB Career-related Programme
Pearson BTEC International Level 3 Diploma in Business
The IB Diploma Programme
The IB Diploma Programme (IBDP) is a balanced two- year programme with final examinations in May of Year 13. The IB is a well-respected and widely recognised programme of study which aims to combine a breadth of knowledge with in-depth learning.
The IB Diploma is built around a core which consists of three compulsory elements: the Extended Essay; Theory of Knowledge (TOK); and Creativity, Activity, Service (CAS) which are central to the philosophy of the Diploma Programme.
IB Diploma students are required to study six subjects – one from each of the six groups – although the Arts, Group 6 subject choice may be replaced by an extra subject from Groups 1 to 5. Of the six subjects, at least three must be taken at Higher Level (HL) and three at Standard Level (SL).
• Group 1: Studies in Language and Literature
• Group 2: Language Acquistion
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts
The IBDP is well received by many universities and provides a strong foundation for an application into higher education.
The IBDP aims to develop students who are:
• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open-Minded
• Caring
• Risk-Takers
• Balanced
• Reflective
International Baccalaureate Career-related Programme
The International Baccalaureate Career-related Programme (IBCP) is a challenging two-year course for students aged 16-19. The Career-related Programme is a framework of international education that incorporates the vision and educational principles of the IB into a unique programme specifically developed for students who wish to engage in career-related learning.
Considered holistically, many universities value the combination of academic rigour and career-related focus which the IBCP offers. Developing valuable transferable skills, students graduate from this course of study well-placed to thrive at university and in the workplace.
The IBCP enables students to:
• follow their chosen education and career pathways in life;
• combine academic subjects with their personal and professional interests and skills;
• engage in learning that makes a positive difference to their community;
• think critically and creatively;
• communicate clearly and effectively in a variety of situations;
• effectively work independently and in collaboration with others;
• consider new perspectives and other points of view;
• develop greater self-confidence and self-awareness;
• demonstrate high levels of resilience, flexibility and agility of mind;
• be internationally-minded and globally aware; and
• apply their knowledge to real-world scenarios and situations.
IBCP requires the study of two IB Diploma Programme courses (IB Individual Subject Certificates) alongside the unique Career-related Programme Core and a career- related study component – the BTEC Level 3 Diploma in Business.
For CP students, Diploma Programme courses provide the theoretical underpinning and academic rigour of the programme; the careerrelated study further supports the programme’s academic strength and provide practical, real-world approaches to learning; and the CP Core helps them to develop skills and competencies required for lifelong learning.
At our Sixth Form, the BTEC Level 3 Diploma in Business is the course we follow to meet the careerrelated study requirement of the IBCP. This is an international qualification, based on those studied in the UK. They are administered by the Edexcel examination board. Level 3 BTEC qualifications are very popular vocational qualifications – one in four UK university students hold a BTEC qualification. BTECs are continually assessed via coursework and practical projects. Some assessments are taken under controlled conditions. This career-related study prepares students for higher education, internships or an apprenticeship, or future employment.
Subject Entry Requirements
Subject
To
for
To be accepted for the IBCP course, students are expected to achieve at least 5 GCSE passes at Grade 4 or above including English and Mathematics and achieve grade 5 or above in their two chosen IBDP subjects.
* Personal Language students only.
** Where students have taken Trilogy Science, grade 5s are also required for standard
Where
we will consider the breakdown of results by science when determining course entry.
*** Please note that departments may require students to successfully complete additional work prior to being accepted on to a course in which they do not have a GCSE qualification.
Students joining the school who have not followed a GCSE programme should contact school admissions to discuss entry requirements.
Please note that acceptance to the IB programmes is also contingent on students having a good record of school attendance, work habits and behaviour.
Language and Literature
Standard and Higher Level
The language A: Language and Literature course introduces the critical study and interpretation of written and spoken texts from a wide range of literary forms and non-literary text-types. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. This course is available for students at the BSN in English or Dutch. If you are interested in studying Language A in a language other than these, please speak to the International Baccalaureate Coordinator.
What will I study?
In this course, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type, alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Approaches to study in the course are wide ranging and can include literary theory, sociolinguistics, media studies and critical discourse analysis among others.
Selection of literary works
SL students must study at least four works of which:
• a minimum of one must be written originally in the language studied, by an author on the prescribed reading list.
• a minimum of one must be a work in translation written by an author on the prescribed reading list .
• two can be chosen freely—from the prescribed reading list or elsewhere—and may be in translation.
There must be a minimum of one work for each area of exploration. Works must be selected to cover two literary forms, two periods, and two places (as defined on the prescribed reading list), covering at least two continents.
Higher Level (HL) students must study at least six works of which:
• a minimum of two must be written originally in the language studied, by authors on the prescribed reading list.
• a minimum of two must be works in translation written by authors on the prescribed reading list.
• two can be chosen freely—from the prescribed reading list or elsewhere—and may be in translation.
There must be a minimum of two works for each of the areas of exploration. Works must be selected to cover three literary forms, three periods and three places (as defined on the prescribed reading list), covering at least two continents.
How will I be assessed?
Standard Level
• Paper 1 – Guided textual analysis. This paper consists of two non-literary passages, from two different text types, each accompanied by a question. (35%)
• Paper 2 – Comparative essay. Students write a comparative essay based on two works studied in the course. (35%)
• Internal assessment – SL. 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. (30%)
Higher Level
• Paper 1 – Guided textual analysis. The paper consists of two non-literary passages, from two different text types, each accompanied by a question. (35%)
• Paper 2 – Comparative essay. Students write a comparative essay based on two works studied in the course. (25%)
• Higher Level essay – Students submit an essay on one non-literary text or a collection of non-literary texts by the same author, or a literary text or work studied during the course. The essay must be 1,200- 1,500 words in length. (20%)
• Internal assessment – Individual oral (15 minutes) 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. (20%)
Where will this course lead me?
The main purpose of this course is to develop critical literacy. As a result, it would support students wishing to continue further studies in Linguistics but, given the nature of the communication and analysis skills developed, would also support preparation for any course of further studies, particularly in Humanities and Social Sciences.
For students achieving a bilingual diploma, languages can open doors for the future. Possible degree courses and future careers are diverse and languages are regarded by universities as demanding subjects. Languages can often be studied in combination with another subject as a Joint Honours degree course (for example, Law with French, Engineering with German, Business Studies or Economics with Spanish, European Union Studies with Dutch), or students may wish to choose a pure language, translation or interpreting qualification.
Literature and Performance
Standard Level Only
What will I study?
Literature and Performance is a unique and interdisciplinary English programme designed to explore the dynamic relationship between literature and theatrical performance. This course integrates literary analysis based on close reading, critical writing, discussion and performance. Investigating a literary text through performance provides students with a unique perspective of the text; likewise, grounding a theatrical performance in literary understanding provides students with deeper sensitivity to the process of theatre making.
How will I be assessed?
The assessment in IB Literature and Performance is multifaceted and encourages a balance between theoretical understanding and practical skills.
• Paper 1 (30%) - This paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.
• Written assignment (30%) - In an essay of no more than 2000 words, students critically examine an extract from a dramatic work that they have explored through performance. They analyse how the dramatic features of the extract were staged through their own performance choices.
• Internal assessment (40%) -
• Part 1: Students transform an extract from a non- dramatic literary work into a piece of theatre.
• Part 2: Students complete an individual oral in which they explain their process of transforming the extract into performance.
Where will this course lead me?
This course offers students a rich and diverse set of skills that can prepare them for a wider range of future paths. Moreover, it is a suitable option for those who enjoy performing or prefer to explore texts practically rather than purely reading them.
Possible degree courses and future careers are diverse and are not only limited to further linguistic or theatrical study. Universities recognise the importance of an interdisciplinary approach to subjects that foster different, creative modes of thought.
• Higher Education: This course provides an excellent foundation for those considering pursuing degrees in theatre, drama, literature or creative writing. It equips students with the critical thinking and communication skills needed for success in academia.
• Careers in the Arts: Graduates of this programme may pursue careers in theatre, performance arts or writing.
• Communication and Public Speaking: The skills developed in this course are invaluable in fields that require effective communication, such as public speaking, media, marketing and public relations.
• Literary Analysis and Critique: Students will have a solid understanding of literary theory and analysis, making them well-suited for careers in journalism, publishing, or as literary critics.
Language Acquisition
Standard and Higher Level
At Senior School Leidschenveen, we offer Group 2 Language Acquisition in Dutch, French, Spanish and German. We also offer Italian ab initio.
What will I study?
Dutch, French, Spanish and German
The Higher and Standard Level courses are based around five prescribed themes; Identities, Experiences, Human Ingenuity, Social Organisation and Sharing the Planet.
Students will continue to improve their ability to use and understand the language through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts and will be related to the cultures concerned in order to enable students to develop mastery of language skills and intercultural understanding. Alongside the quality of the language used, more importance is accorded to the style and content of communication, in particular the use of different text types. At Higher Level, students will study literature and delve into the language in greater depth.
Ab Initio – Standard Level (Italian only)
Language ab initio is a language acquisition course designed for students with no prior experience of the target language, or for those students with very limited previous exposure. It should be noted that language ab initio is offered at SL only. The course is based around five prescribed themes; Identities, Experiences, Human Ingenuity, Social Organisation and Sharing the Planet. At the language ab initio level, a student develops receptive, productive and interactive communicative skills. Students learn to communicate in the target language in familiar and unfamiliar contexts.
How will I be assessed?
Standard Level
• Paper 1 – This paper tests students’ writing skills. They will produce 250-400 words in response to a choice of questions based on the five prescribed themes. (25%)
• Paper 2 – Listening and Reading comprehension. (50%)
• Internal assessment – Individual oral.
This is a conversation with the teacher, based on a visual stimulus and at least one course theme. (25%)
Higher Level
1. Paper 1 – This paper tests students’ writing skills. They will produce 450-600 words in response to a choice of questions based on the five prescribed themes. (25%)
2. Paper 2 – Listening and Reading comprehension. (50%)
3. Internal assessment – Individual oral.
This is a conversation with the teacher, based on a literary extract and at least one course theme. (25%)
Italian ab initio (Standard Level only)
4. Paper 1 – Two written tasks of 70-150 words each from a choice of three. (25%)
5. Paper 2 – Listening and Reading comprehension (50%)
6. Internal assessment – Individual oral.
This is a conversation with the teacher, based on a visual stimulus and at least one course theme. (25%)
Where will this course lead me?
Languages can open doors for the future. Possible degree courses and future careers when students have an IB Diploma including a Modern Foreign Language are diverse and languages are regarded by universities as demanding subjects. Languages are frequently studied in combination with another subject as a Joint Honours degree course (for example, Law with French, Engineering with German, Business Studies or Economics with Italian, European Union Studies with Spanish), or students may wish to choose a pure language, translation or interpreting qualification.
The UK in particular is suffering from an acute shortage of linguists and as the world is becoming global, the demand for professionals who can communicate bilingually or multi-lingually is growing. A Languages component within an IB qualification can only be of benefit for any future career linked with travel, communications or with a global aspect.
Economics
Standard and Higher Level
What will I study?
All students will study microeconomics and macroeconomics in year 12, followed by international and development economics in year 13. Key topics in microeconomics include supply and demand, market failure and government intervention. Macroeconomics focuses on the economy as a whole and issues such as inflation, economic growth and unemployment. In international economics students will investigate reasons for trade, factors affecting exchange rate and the balance of payments. Development economics gives students the opportunity to investigate developing economies of their choice and find out about some of the drivers for development as well as the restrictions on development.
Higher Level
In addition to the standard level topics, higher level students will also study theory of the firm. This involves looking at different types of market structures such as perfect competition and monopoly. Higher level students will need to be able to represent a number of economic concepts using equations (their ability to do this will be tested in Paper 3, there is no Paper 3 for standard level students).
How will I be assessed?
Standard Level
• Paper 1 - Essay question on all aspects of Economics (30%)
• Paper 2 – Data response question on all aspects of Economics (40%)
• Internal assessment – This comprises three written commentaries (30%)
Higher Level
• Paper 1 – Essay question on all aspects of Economics (20%)
• Paper 2 – Data response question on all aspects of Economics (30%)
• Paper 3 – Policy reponse questions using qualitative and quantitive skills (30%)
• Internal Assessment – This comprises three written commentaries (20%)
Where will this course lead me?
Economics enables students to develop skills of evaluation, independent research and critical thinking which can lead to a very wide variety of university courses and careers.
Geography
Standard and Higher Level
What will I study?
Standard and Higher Level
All students will study the content below.
Core Themes: Geographic perspectives - global change
1. Population distribution – change and possibilities
2. Global climate – vulnerability and resilience
3. Global change in resource consumption, security and stewardship
Geographical Themes (two of the following if
Standard Level three of the following if Higher Level)
4. Freshwater
5. Oceans and their coastal margins
6. Extreme environments
7. Geophysical hazards
8. Leisure, tourism and sport
9. Food and health
10. Urban environments
Fieldwork (Internal Assessment)
11. A written report based on a fieldwork question. Students will be given an opportunity to collect primary data in the field, they will need to analyse interpret and evaluate their data.
Additional Higher Level Topics
12. Places, power and networks
13. Development and diversity
14. Global risks and resilience
How will I be assessed?
Standard Level
• Paper 1 – Written paper covering the optional Geographical themes. (35%)
• Paper 2 – Short answer and essay questions covering the core themes. (40%)
• Internal Assessment – a written report based on the fieldwork. (25%)
Higher Level
• Paper 1 – Written paper covering the optional Geographical themes. (35%)
• Paper 2 – Short answer and essay questions covering the core themes. (25%)
• Paper 3 – Essay questions on the extension topics (20%)
• Internal Assessment – a written report based on the fieldwork (20%)
Where will this course lead me?
Geography opens the door to a wide variety of careers and further studies. These include:
• The Physical Environment: managing risks from natural hazards; pollution monitoring & prevention; planning coastal defences; geology; meteorology.
• The built environment: spatial planning; surveying; urban regeneration; sustainable finance.
• Geographical Information Systems (GIS): cartography; hydrology; logistics; national security.
• Business: corporate social responsibility; resource management; strategic relations.
• Government & Development: policy advisor; development coordinator; disaster relief; education.
History
Standard and Higher Level
What will I study?
All students (Standard and Higher Level) will study the themes below.
1. Prescribed Subjects: The move to global war
The focus is military expansion from 1931 to 1941. Two case studies are prescribed, from different regions of the world, and both of these case studies must be studied. The first case study explores Japanese expansionism from 1931 to 1941, and the second case study explores German and Italian expansionism from 1933 to 1940. The focus of this prescribed subject is on the causes of expansion, key events, and international responses to that expansion.
2. World History Topics: Causes of Effects of 20th Century Wars: Possible wars to be considered: The First World War, Spanish Civil War, Korean War, Vietnam War, Algerian War. The Cold War: This includes: Origins, nature, the Arms Race, US-Chinese relations, Cold War leaders, crises in Germany (especially Berlin (1945-61), Afghanistan (1979- 88), Korea, Cuba.
3. Historical Investigation: Students have freedom to choose any Historical areas.
Higher Level
In addition to the standard level topics, Higher Level students will study three options from the list of IB topics. The content covered is dependent on staff specialisms. Students will study three topics within the focus of one region of the world, for example a focus on the History of Asia and Oceania could include the study of Japan in the 20th Century and a study of the People’s Republic of China.
How will I be assessed?
Standard Level
• Paper 1 – This is a source-based paper on the Prescribed Subjects. (30%)
• Paper 2 – This is an essay paper covering the World History Topics. (45%)
• Internal Assessment – This comprises a Historical Investigation of 1500-2000 words. Students choose their own theme for this. (25%)
Higher Level
• Paper 1 – This is a source-based paper on the Prescribed Subjects. (20%)
• Paper 2 – This is an essay paper covering the World History Topics. (25%)
• Paper 3 – This is an essay paper, based on the additional Higher Level content studied. (35%)
• Internal Assessment – This comprises a Historical Investigation of 1500-2000 words. Students choose their own theme for this. (20%)
Where will this course lead me?
A qualification in History is an excellent foundation for careers in Law, Journalism, Banking, the Civil Service, Diplomatic Service because of specific skills honed from evaluating and analysing evidence and reaching supported judgements. It is popular with Science and Engineering courses as History allows these students to demonstrate a wider and attractive portfolio of skills and qualifications. There are also, of course, specifically related History careers such as Museum work, Archiving or Archaeology.
Psychology
Standard and Higher Level
What will I study?
All students will develop knowledge and understanding of psychological concepts, content and contexts used to investigate human behavior. Students will learn the theories underlying the biological, cognitive and socio-cultural approaches, and the research methods. They will apply these theories to the fields of health and wellbeing, human development, human relationships, and learning and cognition. Standard Level and Higher Level students will create a research proposal on a topic of interest for their Internal Assessment.
How will I be assessed?
Standard Level
• Paper 1 – Exam focus: integration of the concepts, content and contexts. Students answer four short answer questions and two essay questions (35%)
• Paper 2 – Exam focus: applying concepts and content to research contexts. Students answer four questions on their class practicals and one essay question. (35%)
• Internal Assessment – Research proposal. (30%)
Higher Level
• Paper 1 – Exam focus: integration of the concepts, content and contexts. Students answer four short answer questions and two essay questions (25%)
• Paper 2 – Exam focus: applying concepts and content to research contexts. Students answer four questions on their class practicals and one essay question. (25%)
• Paper 3 – Exam focus: data analysis and interpretation of research data. Students answer four source-based questions with qualitative and quantitative findings. (30%)
• Internal Assessment – Research proposal. (20%)
Where will this course lead me?
Psychology is an extremely popular subject at degree level, and as such, university places can be highly competitive. As a modern discipline, its reputation as an academic subject is growing.
Standard Level
Students will learn key concepts, content, and contexts while conducting a minimum of four class practicals to apply their knowledge.
Higher Level
In addition to the standard level topics and skills, students will study the role of culture, motivation and technology in shaping human behaviour.
Students can use their knowledge of Psychology to help them understand human behaviour relevant to a wide range of university courses and their own, everyday life.
Students may choose to study and work in the field of psychology, including clinical psychology, educational psychology, cognitive sciences, organizational psychology and human resources management, cultural psychology, neuroscience and research. Students may also use psychological knowledge and skills to pursue studies in the medical field (i.e. psychiatry, dietetics), law, international mediation, marketing, design (interior, fashion, web), business, and teaching.
Biology
Standard and Higher Level
What will I study?
All students study the core material across four conceptual themes:
• Unity and Diversity
• Form and Function
• Interaction and Interdependence
• Continuity and Change
Core material encompasses areas of Biology which include; cellular structure, biochemistry, genetics, ecology, evolution and human physiology.
At the higher-level students will also study specific topics more in-depth. These include:
• Origins of cells
• Viruses
• Classification and cladistics
• Muscle and motility
• Chemical signalling
• Gene expression
Within each theme interactions are studied at different levels of biological organisation from molecules and cells to organisms and the biosphere. The aim of this conceptual framework is to give students a greater understanding and awareness of the world around them and allow them to better make connections between different areas of biology as well as other DP subjects.
As students’ progress through the course, they will develop their investigative and practical skills in scientific inquiry by asking key questions, designing experiments, collecting and analysing data, collaborating with peers and reflecting, evaluating and communicating their findings. These skills we lead to writing an Internal Assessment whereby students conduct an investigation to research a question of their choosing.
All students will complete a Group 4 project which is undertaken jointly with the other Group 4 subjects.
Where will this course lead me?
DP Biology enables students to actively engage with topical scientific issues and develop understandings, skills and techniques that can be applied across all studies. This results in students examining scientific knowledge claims in a real-world context which develops interest and curiosity.
Chemistry
Standard and Higher Level
What will I study?
All students cover the core material across 7 themes
1. Models of the particulate nature of matter
2. Models of bonding and structure
3. Classification of matter
4. What drives chemical reactions?
5. How much, how fast and how far?
6. What are the mechanisms of chemical change?
7. Experimental programme
How will I be assessed?
The intention of the assessment in this course is to fulfil the following learning objectives: the ability to demonstrate knowledge and understanding of the course content; apply knowledge; analyse and evaluate practical work; demonstrate the appropriate research; experimental; and personal skills necessary to carry out insightful and ethical investigations.
Standard Level
• Paper 1 –Multiple-choice questions and Databased questions (36%).
• Paper 2 – Short-answer and extended-response questions (44%).
All students will complete a Group 4 project which is undertaken jointly with the other Group 4 subjects.
Where will this course lead me?
Whilst many job opportunities specifically using chemistry require higher qualifications, most laboratory- based jobs benefit from a chemistry qualification, for instance dental assistant or veterinary assistant. Many employers view success at IB DP Chemistry as a clear indication of sound academic ability. Examples of Chemistry-related areas of employment include Medicine, Dentistry, Forensic Science and Toxicology, Pharmacology, Chemical Engineering.
Computer Science
Standard and Higher Level
What will I study?
The IB DP computer science course requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and digital devices operate. The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how computer science interacts with and influences cultures, society and how individuals and societies behave, and the ethical issues involved. During the course the student will develop computational solutions.
Course structure
The aims of the course are to:
• Build resilience in programming solutions
• Develop knowledge of the fundamentals of hardware and software
• Apply knowledge and skills to existing problems
• Manage product development over the entire software development lifecycle
Core Syllabus Content
HL Core Modules
• Topic 1: System fundamentals
• Topic 2: Computer organization
• Topic 3: Networks
• Topic 4: Computational thinking, problem-solving and programming
SL/HL Core Modules
• Topic 5: Abstract data structures
• Topic 6: Resource management
• Topic 7: Control
Case study
Additional subject content introduced by the annually issued case study
Options
(Students choose 1 option based on 2 options offered):
• A. Databases
• B. Modelling and simulation
• C. Web science
• D. Object-oriented programming (OOP)
Internal Assessment (IA)
Practical application of programming skills through the development of a product and associated documentation. The requirement of the internal assessment is to develop a solution for a specified client to a specified problem or an unanswered question. The solution is assessed using following criteria.
• Planning
• Solution overview
• Development
• Functionality and extensibility of product Evaluation
How will I be assessed?
• Paper 1 – Section A: Questions on the core syllabus Section B: Five compulsory structured questions. (40%)
• Paper 2 – An examination paper on the option studied with 3-7 compulsory questions on the chosen option. (20%)
• Paper 3 – Short answer questions on two options studied. (20%)
• Internal Assessment – A written commentary on a programming solution developed in consultation with a client need. (20%)
• Group 4 Science Project - Criterion: Personal Skills 10 hours to be spent on a team Group 4 Sciences project.
Where will this course lead me?
Computer Science can lead to a wide range of job opportunities including software engineering, data analysis, artificial intelligence, and app and web development. Computer science skills are in high demand in a wide range of sectors including the sciences, engineering, business and healthcare.
Design and Technology
Standard and Higher Level
What will I study?
The Standard Level course includes; Human Factor and Ergonomics, Resource Management and Sustainable Production, Modelling, Raw Material to Final Product, Innovation and Design and Classic Design.
The Higher Level course incorporates the Standard Level topics and looks at the wider impact of Design and Technology on User-Centred Design (UCD), Sustainability, Innovation and Markets and Commercial Production.
How will I be assessed?
Standard Level
• Paper 1 – This paper tests the students on the content of the core theory work using multiple choice questions as a framework. (30%)
• Paper 2 – This paper tests the students on the content of the theory work using data-based questioning and several short-answer questions as well as an extended response question, all questions are based on the core material. (30%)
• Internal Assessment – Final design project. This design project allows students to demonstrate their investigative, analytical, design thinking, design development, prototyping, testing and evaluation skills and mirrors the design processes used across the various industries that integrate design practice. (40%)
Higher Level
• Paper 1 – This paper tests the students on the content of the core theory work using multiple choice questions as a framework. (20%)
• Paper 2 – This paper tests the students on the content of the theory work using data-based questioning and several short-answer questions as well as an extended response question, all questions are based on the core material. (20%)
• Paper 3 – This tests students on the content of the theory work by focusing on two structured questions on the Higher Level extension material and one structured question based on a case study. (20%)
• Internal Assessment – Final design project. This design project allows students to demonstrate their skills in investigation, analysis, design thinking, design development, prototyping, testing, and evaluation, mirroring the design processes used across various industries that integrate design practices. (40%)
All students must also complete the Group 4 project undertaken jointly with the other subjects.
Where will this course lead me?
This course will lead students into a range of designbased opportunities, including product, industrial, fashion and interior design. It will also provide students with the key skills required for careers in architecture, engineering, marketing and business.
Physics
Standard and Higher Level
What will I study?
All students cover the core material across 6 themes:
• Space, time and motion
• The particulate nature of matter
• Wave behaviour
• Fields
• Nuclear and quantum physics
• Experimental programme
How will I be assessed?
Standard Level
• Paper 1 – Multiple choice questions and Databased questions and questions. (36%)
• Paper 2 – Short-answer and extended-response questions. (44%)
All students will complete the Collaborative Sciences Project (CSP), which is undertaken jointly with other Group 4 subjects.
Where will this course lead me?
Having IB Physics as part of your IB programme will support your applications for all subjects at universities. This is because it shows that you have problem solving skills, mathematical skills and communication skills.
It can directly lead you to courses in Engineering, Mathematics, Physics and Astrophysics, Architecture and the other sciences.
Sports, Exercise & Health Science
Standard and Higher Level
What will I study?
Sport, Exercise and Health Science (SEHS) is primarily concerned with the scientific study of human physiology, biomechanics and psychology. These themes are distinct, but also share many overlapping features; studying the similarities and connections between them is a central component of the course.
A. Exercise physiology and nutrition of the human body
A.1 Communication
A.2 Hydration and nutrition
A.3 Response
B. Biomechanics
B.1 Generating movement in the body
B.2 Forces, motion and movement
B.3 Injury
C. Sports psychology and motor learning
C.1 Individual differences
C.2 Motor learning
C.3 Motivation
C.4 Stress and coping
C.5 Psychological skills
How will I be assessed?
• Paper 1 (36% of final mark) includes multiple choice questions on the syllabus and short answer data analysis questions that provide an opportunity to assess some of the experimental skills and techniques.
• Paper 2 (40% of final mark) includes short-answer and extended-response questions of intertwining skills, concepts and understandings placed into a suitable sports, exercise, and health science context.
• Internal Assessment (24% of final mark) 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.
Higher Level
The higher level includes more in-depth study in each of the course components. It is assessed in the same proportions as standard level with longer exams to allow time for the extra content learned throughout the course to be assessed.
All students will complete the Collaborative Sciences Project (CSP), which is undertaken jointly with other Group 4 subjects.
Where will this course lead me?
SEHS 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. The worldwide growth of employment in sport, exercise and health-related jobs over the last four decades has been significant and exponential. This course is an excellent foundation for anyone considering a career in sports science or performance-related analysis, but also for those interested in nutrition, physiotherapy, biomedical sciences, health and fitness and the leisure industry.
Mathematics
Standard and Higher Level
What will I study?
There are 3 courses offered by the Mathematics Faculty.
• Higher Level Analysis and Approaches
• Standard Level Analysis and Approaches
• Standard Level Application and Interpretation
All of the courses cover a broad change of topics, including: Trigonometry, Algebra, Calculus, Statistics, Probability, Functions and more.
The Analysis and Approaches courses offer a more analytical approach to the subject and are more mathematically complex in terms of material covered.
The Application and Interpretation course offers the students the opportunity to use their Mathematical skills to model problems and subsequently seek solutions.
How will I be assessed?
Higher Level Analysis and Approaches
• Paper 1 – Short and extended response questions based on the syllabus. No technology is allowed for this paper. (30%)
• Paper 2 – Short and extended response questions based on the syllabus. Technology is allowed. (30%)
• Paper 3 – This paper comprises two compulsory extended-response problem-solving questions. (20%)
• Internal Assessment – an extended piece of work based on an area of individual interest. (20%)
Standard Level Analysis and Approaches
• Paper 1 – Short and extended response questions based on the syllabus. No technology is allowed for this paper. (40%)
• Paper 2 – Short and extended response questions based on the syllabus. Technology is allowed. (40%)
• Internal Assessment – an extended piece of work based on an area of individual interest. (20%)
Standard Level Application and Interpretation
• Paper 1 – Short response questions based on the syllabus. Technology is allowed. (40%)
• Paper 2 – Extended response questions based on the syllabus. Technology is allowed. (40%)
• Internal Assessment – an extended piece of work based on an area of individual interest. (20%)
Where will this course lead me?
Mathematics is a useful subject for many different areas of study and future work.
When choosing an IB Math course, students should ensure that the selected course will help them in their future study, whilst fully appreciating the varying degree of complexity of the 3 available options.
Music
Standard and Higher Level
What will I study?
The IB Music curriculum is holistic and integrated. Throughout the course, students embody three roles: the researcher, the creator and the performer. In these roles, they inquire, create, perform and reflect on the course’s three musical processes.
• Exploring music in context
• Experimenting with music
• Presenting music
This means students and teachers now have the agency to personalise unique approaches to musical forms, genres and pieces. A framework of Areas of Inquiry and Contexts (as detailed below) has been devised to ensure that musical engagement during the course has sufficient diversity and breadth.
• Music for sociocultural and political expression – Examples may include protest songs, liturgical music, national anthems.
• Music for listening and performance – Examples may include chamber music of the Western art tradition, cool jazz, experimental music.
• Music for dramatic impact, movement and entertainment – Examples may include music for film, ballet or musical theatre.
• Music technology in the electronic and digital age – Examples may include electronic dance music, technology in popular music production.
How will I be assessed?
Standard Level
There are three areas of assessment.
• Exploring music in context – Students submit a portfolio of work, based on their own research, and including some composition and performance. This is assessed externally. (30%)
• Experimenting with music – Students submit an experimentation report with evidence of their musical processes in creating and performing focused through at least two areas of inquiry in a local and/or global context. This is assessed internally. (30%)
• Presenting music – Students submit a collection of works which demonstrate engagement with diverse musical material from the four areas of inquiry. This is assessed externally. (40%)
Higher Level
There are four areas of assessment.
• Exploring music in context (20%)
• Experimenting with music (20%)
• Presenting music (30%)
• The contemporary music-maker – Students submit a continuous multimedia presentation documenting their real-life project. This is assessed internally. (30%)
Where will this course lead me?
Music can lead to a career in performing , composing, conducting or teaching. Music can also lead to careers in the recording industry, publishing, arts management and the media.
Visual Arts
Standard and Higher Level
What will I study?
Your studies over the two years allow you to explore very individual and personal topics. Choices of topic leads to the development of outcomes during the course that are exhibited as a cohesive body of work. You can select areas that interest you and that could lead on to future study Post 18. These can range from decorative arts, design and architecture, to sociopolitical analysis and self-reflection.
The IB Visual Arts course encourages you to challenge your own creative and cultural expectations and boundaries. It is a thought-provoking course in which you develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, you are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to study visual arts in higher education and for those seeking lifelong enrichment through Visual Arts.
How will I be assessed?
There are 3 areas of assessment. The components comprise the same elements but Higher-Level students have to produce a greater volume of work.
• Comparative Study – You are required to analyse and compare artworks, objects or artifacts by different artists, presented in both visual and written form. (20%)
• Process Portfolio – You are required to submit a portfolio of work that shows how you have explored and worked with a variety of techniques, effects and processes. This will include focused, experimental, developmental, observational, skill-based, reflective, imaginative, and creative experiments which may have led to refined outcomes. (40%)
• Exhibition – You will need to submit a selection of resolved artworks for an exhibition. The selected pieces should show evidence of your technical accomplishment during the visual arts course and an understanding of the use of materials, ideas, and practices to realize your intentions. You must 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. The work Is produced over the two years of the course, giving opportunity to reflect and refine much of what you do. (40%)
Where will this course lead me?
The IB course helps to support you moving into Post 18 studies. You can tailor the practical nature of your studies to suit any further study beyond Y13. This supports any application that needs a portfolio of work.
The course also helps those moving on to any future area of study where key skills are enhanced, including Creativity, Critical Thinking and Problem Solving.
Many of our students go on to study Creative Arts related subjects including Architecture, Animation, Graphic Design, Fashion Design, Illustration, Interior Designer, and 3D Design amongst others.
Business (BTEC)
What will I study?
The BTEC International Level 3 Diploma is the equivalent of two A levels and forms the majority of the taught aspect of the IBCP. In addition to the BTEC, IBCP students choose two diploma subjects and follow the IBCP core programme.
The BTEC Business qualification is designed to provide a high specialist, work related qualification. It gives learners the knowledge, understand and skills that they need to prepare for Higher Education and employment.
During the two-year course students will study a variety of Business topics. There are five compulsory units that all students must study, which include investigation on the Business Environment, Marketing, Finance, Event Management and Business Decision Making.
The units are supported by a number of optional units that cover a range of topics including Law, Promotion, International Business and Business Ethics. In total, Diploma students will need to complete nine units. We aim to work closely with a range of businesses to support the content of these units, and over the past few years the BSN has enjoyed collaborations with a range of organisations, including Jamie’s Italian, Asics, Van der Valk and IKEA.
How will I be assessed?
BTEC courses are based on continuous assessment rather than the traditional external examination style of assessment. There are no final exams, however some assessments are to be completed under controlled conditions. These assessments vary from written assignments to presentations and practical activities.
All assignments receive a summative grade of Pass, Merit or Distinction, which are then collated into an overall grade for the qualification at the end of the course.
Where will this course lead me?
This qualification can lead to further studies, employment or apprenticeships. Widely recognised within the Higher Education system across many countries, there is a vast array of Business courses supporting further study. Business is often combined with other subjects, such as Languages and Sport, presenting an ideal foundation for business careers. Alternatively, students may choose to follow a different career path in areas such as Law, Accountancy, Hospitality or Sports Management. It is important to investigate the specific requirements of the intended destination and programme of study.
