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IB

Subject Introductions:
Mathematics SL is primarily intended for students who “expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry and business management,”and its curriculum is a small subset of the Mathematics HL curriculum. Hence, students planning to apply for engineering subjects and Economics, especially to the world top universities, are recommended to take Mathematics HL.

Aim:
The aims of all mathematics courses are to enable students to:
  • enjoy mathematics, and develop an appreciation of the elegance and power of mathematics
  • develop an understanding of the principles and nature of mathematics communicate clearly and confidently in a variety of contexts
  • develop logical, critical and creative thinking, and patience and persistence in problem-solving
  • employ and refine their powers of abstraction and generalization apply and transfer skills to alternative situations, to other areas of knowledge and to future developments
  • appreciate how developments in technology and mathematics have influenced each other
  • appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics
  • appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives
  • appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course


General contents:
The course consists of 7 parts:
  • Topic 1 Algebra
  • Topic 2 Functions and equations
  • Topic 3 Circular functions and trigonometry
  • Topic 4 Vectors
  • Topic 5 Statistics and probability
  • Topic 6 Calculus
  • Mathematical exploration


General Assessment:
External Assessment

Paper 1 (non-calculator) - 40%:
  • Section A: Compulsory short-response questions based on the whole syllabus
  • Section B: Compulsory extended-response questions based on the whole syllabus
Paper 2 (graphical display calculator required) - 40%:
  • Section A: Compulsory short-response questions based on the whole syllabus
  • Section B: Compulsory extended-response questions based on the whole syllabus


Internal Examination

Mathematical exploration - 20%:
  • Internal assessment in mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics
Subject Introductions:
Chinese A: This programme encourages an appreciation of literature and a knowledge of the student’s own cultural setting and of other societies. Through the study of Literature in Translation, students gain a broadened perspective of literature and human thought.

Chinese B: This programme is for a language learner who has 2 – 5 years experience of the target language.

Aims:
Chinese A

The aims of the programme are to:
  • develop the students’ power of expression, both in oral and written communication, and provide the opportunity of practising and developing the skills involved in writing and speaking in a variety of styles and situations
  • encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary study and criticism
  • introduce students to literary classics and to a range of modern writing in different literary genres, styles and contexts
  • promote an international perspective through the study of works from the students’ own culture and other cultures
  • introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works
  • develop the ability to engage in close, detailed and critical examination of written text
  • promote in students an enjoyment of, and lifelong interest in, literature


Chinese B

The aims of the programme are to:
  • Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes
  • Enable students to use the language appropriately
  • Encourage, through the study of texts and social interaction, an awareness and appreciation of the different perspectives of people from other cultures
  • Develop students’ awareness of the role of language in relation to other areas of knowledge
  • Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language
  • Provide students with a basis for further study, work and leisure through language
  • Develop students’ awareness of the relationships between the language and cultures with which they are familiar


General contents:
Chinese A

The course consists of 4 parts:
  • Works in Translation (2 works): All works are chosen from the titles in the prescribed literature in translation list.
  • Detailed Study (2 works): All works are chosen from the prescribed list of authors for the language being studied, each from a different genre.
  • Literary Genres (3 works): All works are chosen from the prescribed list of authors for the language being studied, chosen from the same genre.
  • Options (3 works): Works are freely chosen in any combination.
Further Requirements: At least three periods of literature must be covered in the programme as a whole.

Chinese B

The curriculum is organized around five prescribed themes with which the students engage though written, audio, visual and audio-visual texts. Students develop into successful, effective communicators by considering the conceptual understandings of context, audience, purpose, meaning and variation. Communication is evidenced through receptive, productive and interactive skills

General Assessment:
Chinese A

External Assessment (70%)
  • Paper 1: Literary analysis of one unseen text (20%)
  • Paper 2: Essay based on two works studied (25%)
  • Written Assignment: Reflective statement and literary essay on one work studied (25%)
Internal Assessment (30%)
  • Formal oral commentary and interview (15%)
  • Individual oral presentation (15%)


Chinese B

External Assessment (75%)
  • Paper 1 (productive skills): One writing task from a choice of three (25%)
  • Paper 2 (receptive skills): Separate sections for listening and reading (50%)
Internal Assessment (25%)
  • Individual Oral Assessment (25%)
Subject Introductions:
English A: This programme encourages an appreciation of literature and a knowledge of the student’s own cultural setting and of other societies. Through the study of Literature in Translation, students gain a broadened perspective of literature and human thought.

English B: This programme is for a language learner who has 2 – 5 years experience of the target language.

Aim:
English A

The aims of the programme are to:
  • develop the students’ power of expression, both in oral and written communication, and provide the opportunity of practising and developing the skills involved in writing and speaking in a variety of styles and situations
  • encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary study and criticism
  • introduce students to literary classics and to a range of modern writing in different literary genres, styles and contexts
  • promote an international perspective through the study of works from the students’ own culture and other cultures
  • introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works
  • develop the ability to engage in close, detailed and critical examination of written text
  • promote in students an enjoyment of, and lifelong interest in, literature


English B

The aims of the programme are to:
  • Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes
  • Enable students to use the language appropriately
  • Encourage, through the study of texts and social interaction, an awareness and appreciation of the different perspectives of people from other cultures
  • Develop students’ awareness of the role of language in relation to other areas of knowledge
  • Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language
  • Provide students with a basis for further study, work and leisure through language
  • Develop students’ awareness of the relationships between the language and cultures with which they are familiar


General contents:
English A

The course consists of 4 parts:
  • Works in Translation (2 works): All works are chosen from the titles in the prescribed literature in translation list.
  • Detailed Study (2 works): All works are chosen from the prescribed list of authors for the language being studied, each from a different genre.
  • Literary Genres (3 works): All works are chosen from the prescribed list of authors for the language being studied, chosen from the same genre.
  • Options (3 works): Works are freely chosen in any combination.
Further Requirements: At least three periods of literature must be covered in the programme as a whole.

English B

The curriculum is organized around five prescribed themes with which the students engage though written, audio, visual and audio-visual texts. Students develop into successful, effective communicators by considering the conceptual understandings of context, audience, purpose, meaning and variation. Communication is evidenced through receptive, productive and interactive skills

General Assessment:
English A

External Assessment (70%)
  • Paper 1: Literary analysis of one unseen text (20%)
  • Paper 2: Essay based on two works studied (25%)
  • Written Assignment: Reflective statement and literary essay on one work studied (25%)
Internal Assessment (30%)
  • Formal oral commentary and interview (15%)
  • Individual oral presentation (15%)


English B

External Assessment (75%)
  • Paper 1 (productive skills): One writing task from a choice of three (25%)
  • Paper 2 (receptive skills): Separate sections for listening and reading (50%)
Internal Assessment (25%)
  • Individual Oral Assessment (25%)
Subject Introductions:
Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. Geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The DP geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies. Geography takes advantage of its position between both these groups of subjects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

Aim:
This programme aims to:
  • encourage the systematic and critical study of human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions
  • develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society
  • enable the student to collect, describe and analyse data used in studies of society, to test hypotheses, and to interpret complex data and source material
  • promote the appreciation of the way in which learning is relevant both to the student’s own culture, and the culture of other societies
  • develop an awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity
  • enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty
  • develop an understanding of the interrelationships between people, places, spaces and the environment
  • develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management
  • appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change


General contents:
Geographic themes (SL - 2 options; HL - 3 options)
  • Freshwater
  • Oceans and coastal margins
  • Extreme environments
  • Geophysical hazards
  • Leisure, tourism and sport
  • Food and health
  • Urban environments
Geographic perspectives (core): global change
  • Population distribution - changing population
  • Global climate - vulnerability and resilience
  • Global resource consumption and security
Geographic perspectives (HL only): global interactions
  • Power, places and networks
  • Human development and diversity
  • Global risks and resilience
Fieldwork
  • Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation


General Assessment
External Assessment
  • Paper 1: Each option has a structured question and one extended answer question from a choice of two
  • Paper 2: Three structured questions, based on each SL/HL core unit. Infographic or visual stimulus, with structured questions. One extended answer question from a choice of two
  • Paper 3: Choice of three extended answer questions, with two parts, based on each HL core extension unit
Internal Assessment
  • Fieldwork: One written report based on a fieldwork question from any suitable syllabus topic, information collection and analysis with evaluation
Subject Introductions:
The philosophy course provides an opportunity for students to engage with some of the world’s most interesting and influential thinkers. It also develops highly transferable skills such as the ability to formulate arguments clearly, to make reasoned judgement and to evaluate highly complex and multifaceted issues. The emphasis of the DP philosophy course is on “doing philosophy”, that is, on actively engaging students in philosophical activity. The course is focused on stimulating students’ intellectual curiosity and encouraging them to examine both their own perspectives and those of others.

Aim:
The programme aims to:
  • develop an inquiring and intellectually curious way of thinking
  • formulate arguments in a sound and purposeful way
  • examine critically their own experiences and their ideological and cultural perspectives
  • appreciate the diversity of approaches within philosophical thinking
  • apply their philosophical knowledge and skills to the world around them


General contents:
Core theme

The core theme “Being human” is compulsory for all students

Optional themes (SL - 1; HL - 2)
  • Aesthetics
  • Epistemology
  • Ethics
  • Philosophy and contemporary society
  • Philosophy of religion
  • Philosophy of science
  • Political philosophy
Prescribed text

Students are required to study one text from the “IB list of prescribed philosophical texts”

HL extension: Exploring philosophical activity

HL students are required to explore the nature of philosophical activity

Internal Assessment

SL and HL students are required to produce a philosophical analysis of a non-philosophical stimulus



General Assessment:
External Assessment
  • Paper 1: Stimulus-based questions on core theme and essay questions on optional themes
  • Paper 2: Questions on prescribed philosophical texts
  • Paper 3 (HL only): Written response to a previously unseen text. Students compare and contrast their experience of philosophical activity with the view(s) of philosophical activity found in the text
Internal Assessment
  • Analysis: Students are required to complete a philosophical analysis of a non-philosophical stimulus
Subject Introductions:
History course aims to promote an understanding of history as a discipline, including the nature and diversity of sources, methods and interpretations. Students are encouraged to comprehend the present by reflecting critically on the past. They are further expected to understand historical developments at national, regional and international levels and learn about their own historical identity through the study of the historical experiences of different cultures.

Aim:
The programme aims to:
  • encourage the systematic and critical study of human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions
  • develop the capacity to identify, analyse critically and evaluate theories, concepts and arguments about the nature and activities of the individual and society
  • enable students to collect, describe and analyse data used in studies of society; test hypotheses; and interpret complex data and source material
  • promote an appreciation of the way learning is relevant to both the culture in which the student lives and the culture of other societies
  • develop an awareness that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity
  • enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty


General contents:
Prescribed subjects

One of the following, using two case studies, each taken from a different region of the world:

  • Military leaders
  • Conquest and its impact
  • The move to global war
  • Rights and protest
  • Conflict and intervention
World history topics

Two of the following, using topic examples from more than one region of the world:

  • Society and economy (750–1400)
  • Causes and effects of medieval wars (750–1500)
  • Dynasties and rulers (750–1500)
  • Societies in transition (1400–1700)
  • Early Modern states (1450–1789)
  • Causes and effects of Early Modern wars (1500–1750)
  • Origins, development and impact of industrialisation (1750–2005)
  • Independence movements (1800–2000)
  • Evolution and development of democratic states (1848–2000)
  • Authoritarian states (20th century)
  • Causes and effects of 20th-century wars
  • The Cold War: Superpower tensions and rivalries (20th century)
HL options: Depth studies

One of the following:

  • History of Africa and the Middle East
  • History of the Americas
  • History of Asia and Oceania
  • History of Europe
Internal Assessment
  • Historical investigation


General Assessment:
External Assessment
  • Paper 1: Source-based paper based on the five prescribed subjects
  • Paper 2: Essay paper based on the 12 world history topics
  • Paper 3 (HL only): Essay paper based on one of the four regional options
Internal Assessment
  • Historical Investigation: A historical investigation into a topic of the student’s choice
    • Subject Introductions:
    Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques. Biology is still a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment.

    Aim:
    The programme aims to:
    • appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
    • acquire a body of knowledge, methods and techniques that characterise science and technology
    • apply and use a body of knowledge, methods and techniques that characterise science and technology
    • develop an ability to analyse, evaluate and synthesize scientific information
    • develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
    • develop experimental and investigative scientific skills including the use of current technologies
    • develop and apply 21st century communication skills in the study of science
    • become critically aware, as global citizens, of the ethical implications of using science and technology
    • develop an appreciation of the possibilities and limitations of science and technology
    • develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge
    General contents:
    The course consists of 6 core parts:
    • Cell biology
    • Molecular biology
    • Genetics
    • Ecology
    • Evolution and biodiversity
    • Human physiology
    Additional higher level (AHL)
    • Nucleic acids
    • Metabolism, cell respiration and photosynthesis
    • Plant biology
    • Genetics and evolution
    • Animal physiology
        • Option (choice of 1 out of 4)
        • Neurobiology and behaviour
        • Biotechnology and bioinformatics
        • Ecology and conservation
        • Human physiology
        Practical scheme of work
        • Prescribed and other practical activities
        • Individual investigation
        • Group 4 project


        General Assessment:
        External Assessment
        • Paper 1: 30 (SL) or 40 (HL) multiple-choice questions
        • Paper 2: Data-based, short answer and extended response questions
        • Paper 3: Data-based, short answer and extended response questions
        Internal Assessment
        • Individual investigation: Investigation and write-up of 6 to 12 pages
    Subject Introductions:
    Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations.

    Aim:
    The programme aims to:
    • appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
    • acquire a body of knowledge, methods and techniques that characterise science and technology
    • apply and use a body of knowledge, methods and techniques that characterise science and technology
    • develop an ability to analyse, evaluate and synthesise scientific information
    • develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
    • develop experimental and investigative scientific skills including the use of current technologies
    • develop and apply 21st century communication skills in the study of science
    • become critically aware, as global citizens, of the ethical implications of using science and technology
    • develop an appreciation of the possibilities and limitations of science and technology
    • develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge


    General contents:
    Core
    • Measurements and uncertainties
    • Mechanics
    • Thermal physics
    • Waves
    • Electricity and magnetism
    • Circular motion and gravitation
    • Atomic, nuclear and particle physics
    • Energy production
    Additional higher level (AHL)
    • Wave phenomena
    • Fields
    • Electromagnetic induction
    • Quantum and nuclear physics
      • Option (choice of 1 out of 4)
      • Relativity
      • Engineering physics
      • Imaging
      • Astrophysics
      Practical scheme of work
      • Prescribed and other practical activities
      • Individual investigation (internally assessed)
      • Group 4 project


      General Assessment:
      External Assessment
      • Paper 1: 30 (SL) or 40 (HL) multiple-choice questions
      • Paper 2: Short answer and extended response questions (SL - core; HL - core and AHL)
      • Paper 3: Data- and practical- based questions, plus short answer and extended response questions on the option
      Internal Assessment
      • Individual investigation: Investigation and write-up of 6 to 12 pages
    Subject Introductions:
    Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science.

    Aim:
    • appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
    • acquire a body of knowledge, methods and techniques that characterise science and technology
    • apply and use a body of knowledge, methods and techniques that characterise science and technology
    • develop an ability to analyse, evaluate and synthesise scientific information
    • develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
    • develop experimental and investigative scientific skills including the use of current technologies
    • develop and apply 21st century communication skills in the study of science
    • become critically aware, as global citizens, of the ethical implications of using science and technology
    • develop an appreciation of the possibilities and limitations of science and technology
    • develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge


    General contents:
    core
    • Stoichiometric relationships
    • Atomic structure
    • Periodicity
    • Chemical bonding and structure
    • Energetics/thermochemistry
    • Chemical kinetics
    • Equilibrium
    • Acids and bases
    • Redox processes
    • Organic chemistry
    • Measurement and data processing
    Additional higher level (AHL)
    • Atomic structure
    • The periodic table—the transition metals
    • Chemical bonding and structure
    • Energetics/thermochemistry
    • Chemical kinetics
    • Equilibrium
    • Acids and bases
    • Redox processes
    • Organic chemistry
    • Measurement and analysis
    Option (Choice of one out of four)
    • Materials
    • Biochemistry
    • Energy
    • Medicinal chemistry
    Practical scheme of work
    • Prescribed and other practical activities
    • Individual investigation
    • Group 4 project


    General Assessment:
    External Assessment
    • Paper 1: 30 (SL) or 40 (HL) multiple-choice questions
    • Paper 2: Short answer and extended response questions (SL - core; HL - core and AHL)
    • Paper 3: Data- and practical- based questions, plus short answer and extended response questions on the option
    Internal Assessment
    • Individual investigation: Investigation and write-up of 6 to 12 pages