Baccalaureate Diploma and Career-related Programmes 2025 | 2027
International Baccalaureate Diploma and Career-related Programmes
International Baccalaureate Diploma Programme (IBDP)
Group 1 (A)
Language and Literature:
English and Dutch
Literature: English
Group 2 (B)
Language Acquisition:
Dutch
French
German
Spanish
Italian Ab Initio
Group 3
Economics
Geography
History
Psychology
Group 4
Biology
Chemistry
Design Technology
Physics
Group 5
Mathematics
Group 6
Music
Visual Arts
International Baccalaureate Career-related Programme (IBCP)
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 (EE); Theory of Knowledge (TOK); and Creativity, Activity, Service (CAS) which are central to the philosophy of the Diploma Programme.
For more details about the DP Core, please follow this link: DP core - International Baccalaureate
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
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 wellplaced to thrive at university and in the workplace.
The IBCP enables students to:
• follow their chosen education and career pathways;
• 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 selfawareness;
• 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.
The IBCP is built around a CORE which consist of Reflective Project, Language Development, Service Learning and Personal and Professional Skills.
For more details about the CP Core, please follow this link: DP core - International Baccalaureate
N.B. the CP CORE course requirements are due to change in September 2025.
In addition, IBCP students study two Diploma subjects, (these will be discussed individually with each student), alongside the unique Career-related study.
Career-Related Study
Here at SSV campus, students can choose either the BTEC level 3 Diploma in Business, or a combination of the BTEC level 3 Subsidiary Diplomas in Creative Media and Hospitality. BTECs are international qualifications, based on those studied in the UK. They are administered by the Edexcel examination board. Level 3 BTEC qualifications are very popular professional and career-related qualifications. 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 at university, internships and apprenticeships, or future employment.
More details about the BTECs can be found in the A Level/BTEC Booklet.
IB Subject Entry Requirements
Here are our minimum and recommended grade requirements for each subject and level. Post 16 subjects are challenging, demanding a deeper level of content knowledge and critical thinking. Based on our experience and together with departments, families and students, we will advise on the curriculum we feel best suits each individual student, based on grade profile, good record of attendance, work habits and behaviour.
* Where necessary, we will consider the breakdown of results by science when determining
** 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.
Language and Literature (A)
English and Dutch
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 works 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 Dutch and English at both standard and higher level. If you are interested in studying Language A in a language other than these, please speak to the Sixth Form Team.
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 meant to be 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 by the class teacher—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 by the class teacher—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. Students answer one question. (35%)
• Paper 2 – Comparative essay. Students write a comparative essay based on two works studied in the course. (35% )
• Internal assessment – Individual oral. 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. Students explore how a Global Issue is presented in two texts studied (one literary and one non-literary). (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. Students answer both questions. (35%)
• Paper 2 – Comparative essay. Students write a comparative essay based on two works studied in the course. (25%)
• 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%)
• Higher Level essay – Students submit an essay on one non-literary text or Body of Work or a literary 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.
Languages can be 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 Spanish, European Union Studies with Dutch), or students may wish to choose a pure language, translation or interpreting qualification.
University courses taught in Dutch or in a combination of English and Dutch ask for a high standard of Dutch and accept the Language 1 group either HL or SL as an entry requirement.
Who should I ask for more information?
Mr Dekker Head of Dutch
Mrs Monk Head of English
Ms Sainte-Croix Head of Modern Foreign Languages
Literature (A) English
Standard and Higher Level
What will I study?
The English A: Literature course is based on the study of literary texts including prose, poetry and drama from past to present. The texts are a combination of English and works in translation from the prescribed reading list, which have been translated into English. The syllabus outline covers three key areas of exploration: ‘Readers, writers and texts’, ‘Time and space’ and ‘Intertextuality: Connecting texts’ over the two-year course. During this time, Higher Level candidates will study 13 texts and Standard Level candidates will study 9 texts. Students will be expected to read these predominately in their own time so that lessons can be devoted to analysis, discussion and debate.
How will I be assessed?
There are internally and externally assessed elements for this course. In addition, student will complete a portfolio which, although not officially assessed, is an important tool for helping students prepare for paper 1. It provides a place for students to practise and develop ideas as they study the works provided on the course and beyond.
Standard Level
Internal assessment (30%)
Individual Oral
This consists of an individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course. Supported by an extract from on work written 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 by the teacher: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works you have studied.
External assessment
This is comprised of external examinations. While there are the same number of exams at Higher and Standard Levels, the HL exams are longer and more challenging.
Examinations (70%)
• Paper 1 – Guided literary analysis. Candidates write a commentary on one of the two unseen passages. (35%)
• Paper 2 – Comparative essay paper. This paper consists of four general questions. In response to one question, candidates will write a comparative essay on two of the works studied in the course. (35%)
Higher Level
Portfolio (not assessed)
Each candidate will create a portfolio which, although not officially assessed, is an important tool for helping students prepare for paper 1. It provides a place for students to practise and develop ideas as they study the works provided on the course and beyond.
Internal Assessment
Individual Oral (20%)
• This consists of an individual oral that is internally assessment by the teacher and externally moderated by the IB at the end of the course.
• Supported by an extract from on work written 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 by the teacher:
• Examine the ways in which the global issue of your choice is presented through the content and form of two of the works you have studied.
External Assessment
Examinations (80%)
• Paper 1 – Guided literary analysis. Candidates write a commentary on both of the two unseen passages. (35%)
• Paper 2 – Comparative essay paper. This paper consists of four general questions. In response to one question, candidates will write a comparative essay on two of the works studied in the course. (25%)
Coursework (20%)
Higher Level Essay – Candidates submit a 1200 to 1500-word analytical literary essay on a topic generated by the candidate, based on a work explored in their portfolio. This can be on any of the works studied, except for those used in their individual oral and those they intend to use for paper 2.
Where will this course lead me?
English Literature can be studied as a single subject in higher education or can be combined with a wide variety of other subjects. It forms a good basis for study in any arts-based subject in combination with, for example, History, Media Studies, Philosophy, Law, Politics and Languages.
Who should I ask for more information?
Mrs Monk Head of English
Language Acquisition (B)
At the BSN, we offer Group 2 Language Acquisition in Dutch, French, German and Spanish. We also offer Italian Ab Initio.
What will I study?
Dutch, French, German and Spanish
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 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
• 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%)
• Paper 2 – Listening and Reading comprehension. (50%)
• 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)
• Paper 1 – Two written tasks of 70-150 words each from a choice of three. (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%)
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.
Who should I ask for more information?
Mr Dekker
Head of Dutch
Ms Sainte-Croix
Head of Modern Foreign Languages
Head of French
Ms Mack Head of German
Mrs Bou Soler
Head of Spanish
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.
• Population distribution – change and possibilities
• Global climate – vulnerability and resilience
• Global change in resource consumption, security and stewardship
Fieldwork (Internal Assessment)
• A written report based on a fieldwork question, information collection and analysis with evaluation. This is undertaken based on work carried out at a residential fieldtrip (not included in school fees) course to the Jurassic Coast of South Dorset, UK in Year 12.
• Higher Level students will cover everything that the Standard Level students cover and the additional content listed below.
• One additional Geographical Theme (from the list above).
Higher Level Extension – Global Interactions
• Places, power and networks
• Development and diversity
• 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. (25%)
• Paper 2 – Short answer and essay questions covering the core themes. (35%)
• 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?
As well as Geography itself and other related courses such as Environmental Science, Meteorology, Geology, Sociology, Urban Planning and Oceanography, past students have gone on to study areas as diverse as Law, Accounting, and a wide range of Management and Business subjects.
Who should I ask for more information?
Ms E Pooler Head of Geography
An exciting and key component of the IB Geography course, is that students are required to complete an internal assessment based on fieldwork. To fulfil this requirement the Geography department is delighted to offer field work opportunities in Barcelona.
N.B. The Barcelona trip is not included in the school fees and incurs an additional cost. It is run by a specialist professional and experienced fieldwork company. We highly recommend that all students studying Geography participate in all fieldwork. It is key to the academic subject but also provides an excellent social experience.
Standard and Higher Level
What will I study?
All students (Standard and Higher Level) will study the themes below.
• 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.
• World History Topics.
Causes of Effects of 20th Century Wars –Possible wars to be considered: The First World War, Russian revolutions and Civil War, Chinese Civil War, Korean War, Vietnam War, Algerian War. The Cold War – This includes: Origins, nature, the Arms Race, US-Chinese relations, Germany (especially Berlin (1945-61), Congo (1960-64), Afghanistan (1979-88), Korea , Cuba , Vietnam , Middle East.
• Historical Investigation – Students have freedom to choose any Historical areas.
Higher Level
In addition, Higher Level students will study three options from the list of IB topics. The content covered is dependent on staff specialisms. In previous years the options below have been delivered.
• History of the Americas
• History of Europe
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 2200 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 2200 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 and accountancy 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 or Archaeology.
Who should I ask for more information?
Mrs Archer and Mrs English Heads of History and Politics
Psychology
Standard and Higher Level
What will I study?
PSYCHOLOGICAL LITERACY
Concepts, content, and contexts are meant to be integrated when investigating human behaviour.
The content provides the psychological terminology and theories needed to understand how the biological, cognitive, and sociocultural approaches assist in understanding behaviour in different contexts while using a variety of research methodology.
Concepts provide a framework through which specific content is considered and contexts provide the realworld setting in which concepts and content are applied.
Standard level (SL) and higher level (HL) students will investigate four contexts using psychological content and concepts relevant to that area of study.
The internal assessment will require SL and HL students to create a research proposal to investigate a topic with a population of interest. Reading empirical research and everyday claims in the media are opportunities to identify concepts and further the knowledge of psychological content applied within a context.
Students will be required to think critically about data analysis and interpretation in psychological research and everyday claims (for example, in social media).
HL students will have the opportunity to study four extensions: the role of culture, motivation, and technology in shaping human behaviour, and data analysis and interpretation.
How will I be assessed?
Assessment
outline-Standard Level
• External assessment (3 hours) (70%)
• Paper 1 (1.5 hours) (35%)
Integration of the concepts, content and contexts (35 marks)
Section A: two compulsory short-answer questions from two of the three content areas Section B: two compulsory short-answer questions asking students to apply their knowledge of content to an unseen situation, each from one of four contexts Section C: two concept-based extended response questions, each from a different context
• Paper 2 (1.5 hours) (35%)
Applying concepts and content to research contexts (35 marks)
Section A: four compulsory questions that focus on the class practicals
Section B: evaluation of an unseen research study with regard to two or more concepts
• Internal assessment (20 hours) (30%)
• Research proposal (24 marks) (30%)
Develop a research proposal using one of the four research methods used in the class practicals. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Assessment outline - Higher Level
• External assessment (4.5 hours) (80%)
• Paper 1 (1.5 hours) (25%)
Integration of the concepts, content and contexts (35 marks)
Section A: two compulsory short-answer questions from two of the three content areas
Section B: two compulsory questions asking students to apply their knowledge of content to an unseen situation, each from one of four contexts
Section C: two concept-based extended response questions, each from a different context
• Paper 2 (1.5 hours) (25%)
Applying concepts and content to research contexts (35 marks)
Section A: four compulsory questions that focus on the class practicals
Section B: evaluation of an unseen research study with regard to two or more concepts
• Paper 3 (1.75 hours) (30%)
Data analysis and interpretation of research data (30 marks)
Four source-based questions with quantitative and qualitative findings. The focus of the questions will be from one of the HL extensions.
• Internal assessment (20 hours) (20%)
• Research proposal (24 marks)
Develop a research proposal using one of the four research methods used in the class practicals. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
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 fairly modern discipline, its reputation as an academic subject is growing. Students can use their knowledge of Psychology to help them understand human behaviour relevant for a wide range of university courses as well as the more general skills learned in Psychology.
Who should I ask for more information?
Mrs Napper Head of Psychology
Biology
Standard and Higher Level
What will I study?
The Biology curriculum is built on four broad organizing themes. Within each theme there will be a variety of biological understandings taught that underpin how organisms survive and interact in the living world.
The four themes are:
A. Unity and Diversity
B. Form and Function
C. Interaction and Interdependence
D. Continuity and Change
All of the themes contain elements of standard and higher level teaching.
While studying IB Biology students will develop a range of skills and techniques will ranging from thinking skills, research skills, experimental techniques, self-management skills
Practical work continues to be a central aspect of the DP biology course. It will range from closed to open inquiry, and from hands-on experimentation through the use of simulations and modelling, incorporating technology where appropriate.
How will I be assessed?
Standard Level
• Paper 1 –
- A. Multiple choice questions covering the core topics.
- B. Data-based questions and questions on experimental work. (36%)
• Paper 2 – Written paper covering the core topics. (44%)
All students must also complete the Collaborative Sciences Project which is undertaken jointly with the other Group 4 subjects.
Where will this course lead me?
To any course relating to medicine, sport and food sciences, biotechnology and environmental sciences. A useful guide to careers relating to Biology can be found at the following website: www.rsb.org.uk/students
Who should I ask for more information?
Ms van Doninck Head of Biology
Chemistry
Standard and Higher Level
What will I study?
IB Chemistry gives you the opportunity to study a core of key concepts of Chemistry in greater detail than at GCSE. The course offers Standard and Higher Level Chemistry, where Higher Level Chemistry is a more in-depth study of the subject, compared to Standard Level.
Many of the ideas first covered at GCSE will be revisited but with a greater emphasis on explaining rather than simply describing the behaviour of molecules. The course will be delivered through the following topics:
Structure:
1. Models of the particulate nature of matter
2. Models of bonding and structure
3. Classification of matter
Reactivity:
1. What drives chemical reactions?
2. How much, how fast and how far?
3. What are the mechanisms of chemical change?
While studying IB Chemistry you will develop practical skills that include designing investigations, collecting data, analysing data, formulating conclusions and evaluating experimental methods.
You will also gain an appreciation of how scientific models are developed and evolve, the applications and implications of science, the benefits and risks that science brings and the ways in which society uses science to make decisions.
How will I be assessed?
Standard Level
• Paper 1 –
- A. Multiple choice questions covering the core topics.
- B. Data-based questions and questions on experimental work. (36%)
• Paper 2 – Written paper covering the core topics. (44%)
All students must also complete the Collaborative Sciences 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.
Who should I ask for more information?
Mr Whittell Head of Chemistry
Design and Technology
Standard and Higher Level
N.B. the Design and Technology course requirements are due to change in September 2025.
What will I study?
The Standard Level course includes Human Factors 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, 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
• 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 upon on a case study. (20%)
• 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%).
All students must also complete the Collaborative Sciences Project which is undertaken jointly with the other Group 4 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.
Who should I ask for more information?
Mr Gent Head of Design and Technology
Physics
Standard and Higher Level
What will I study?
The Physics course contains five main areas of Physics taught via a concept approach, using connections to link the different topics. All students will study the topics:
A. Space, time and motion
B. The particulate nature of matter
C. Wave behaviour
D. Fields
E. Nuclear and quantum physics
Higher level students will also study additional topics in each topic such as:
• Rigid body mechanics and Galilean and special relativity.
• Thermodynamics
• Further wave phenomena
• Electromagnetic Induction
• An introduction to Quantum Physics and mathematical models of radioactive decay.
Whilst studying IB Physics students will develop a range of experimental skills and techniques ranging from working safely and academic integrity, experimental techniques, and mathematical skills such as graphing, vectors and dealing with uncertainties.
Students will also complete the Science collaborative project between all science courses. The aim of the project is to apply their collective knowledge and skills to develop solution focussed strategies to address complex issues. The outcome will be to strengthen their teambuilding, negotiation and leadership.
How will I be assessed?
Standard Level
• Paper 1 –
- A. Multiple choice questions covering the core topics.
- B. Data-based questions and questions on experimental work. (36%)
• Paper 2 – Written paper covering the core topics. (44%)
All students must also complete the Collaborative Sciences Project which is undertaken jointly with the 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.
Who should I ask for more information?
Mr van Setten Head of Physics
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.
Who should I ask for more information?
Mr McGee Head of Mathematics
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?
The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that prepares students for success at university and life beyond.
Who should I ask for more information?
Mr Keech Head of Music
Visual Arts
Standard and Higher Level
What Will I Study?
IB Visual Arts is a practical based course over two years engaging students in creative practices and processes working with a variety of art-making forms and creative strategies, and learning art-making as inquiry. Art-making is taken in the broadest sense possible and can range from drawing and painting, to print-making and Textiles/Fashion and include new technologies, moving into photography, film, animation and illustration.
Students can adapt the curriculum to their own personal experiences, interests and passions transforming the classroom into a contemporary visual arts studio. The studio is a collaborative, inclusive, creative and conceptually rich space where students develop their art through personal lines of inquiry guided by artistic intentions.
The course encourages students to engage with the world through individual and shared experiences, imagination and action,
and it fosters creativity, communication, critical thinking and collaboration—skills essential in a variety of rapidly evolving fields and professions. These skills are being seen as a major part of the future workplace.
The syllabus supports learning through authentic art-making experiences and student choice, with teachers supporting their students to become progressively more independent art practitioners, and also as a self-learner.
The course is split into three segments, done in unison, where you produce a portfolio of work completed through the two year course, and a visual and written based enquiry linking your own work and understanding of its concepts to the works of others. The final segment is an exhibition of resolved works selected from what is produced during the course, along with written contexts of a rationale and texts for each art piece.
How Will I Be Assessed?
The three segments, as mentioned above are very similar for HL and SL, with small variations depending on the level.
The segments and weighting is as follows,
Standard Level
• Art Making Portfolio – 40% - students select and organize visual evidence of their personal investigations, discoveries and creations, supported by critical reflections, all in a portfolio.
• Connections Study – 20% - students present curated visual and written evidence to demonstrate the connections between their chosen resolved artwork and their own context(s), and between the chosen artwork and at least two artworks by different artists.
• Resolved Artworks – 40% - student’s ability to create a coherent body of work. Each student submits five resolved artworks to demonstrate their best achievements in communicating their artistic intentions coherently. They also write a rationale to state their artistic intentions and the choices that informed the making of their coherent body of artworks.
Higher Level
• Art Making Portfolio – 30% - students select and organize visual evidence of their personal investigations, discoveries and creations, supported by critical reflections, all in a portfolio.
• Artist Project – 30% - the student demonstrates how their work is informed by investigations of context, by connections with at least two artworks by different artists, and by dialogues. This is done through written and video formats.
• Resolved Artworks – 40% - the student’s ability to create a coherent body of work selected from their wider production. Each student submits five selected resolved artworks to demonstrate their best achievements in communicating their artistic intentions coherently. They also write a rationale to articulate how they realized their artistic intentions through a selection process for the five resolved artworks. Five artwork texts are also needed for each of the selected artworks.
The course culminates in an Exhibition that showcases their resolved works alongside a rationale and text for each piece of work. The Exhibition is seen as a way of sharing and celebrating their achievements and is an integral part of the process.
Where Will This Course Lead Me?
The IB Visual Arts course will help to provide a broad balanced programme of study, complimenting and enhancing your learning in other subjects.
Visual Arts offers transferable skills such as Creativity, problem solving, critical thinking, and building skills for self-learning. It also focuses on good working habits and encourages, self-reliance, perseverance, and develops emotional intelligence. All the above are essential skills for the future workplace.
The course provides a wide range of practical experience focused on personalised journeys, that helps to build a collection of work needed for any course with portfolio requirements, and helps to support students who are looking for further study in the Creative Industries. We have many students going on to study Architecture, Fashion/Textiles, Illustration and Graphic Design, Animation, Film/Photography, 3D Design and Interior Design.
Our department staff support applications with ongoing portfolio and interview advice, and our studios are always open for students to work independently.
