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MARYMOUNT INTERNATIONAL SCHOOL LONDON

IB DIPLOMA

INFORMATION &

ASSESSMENT OUTLINES For students starting the IB Diploma in September 2018

Table of Contents INTRODUCTION ......................................................................................................... 1

The IB Diploma at Marymount London .................................................................... 1

Marymount Mission & Vision Statement .................................................................. 1

Aims & Objectives ..................................................................................................... 2

Mission Statement of the IB ...................................................................................... 2

Marymount Support Structures and Key Personnel................................................... 3

What is an IB Education? .......................................................................................... 3

The IB Learner Profile ............................................................................................... 4

What is the IB Diploma Programme? ........................................................................ 5

The IB Diploma Programme Model .............................................................................. 6

IB Diploma Course Selection Sheet .............................................................................. 7

IB DIPLOMA SUBJECTS OFFERED AT MARYMOUNT LONDON...................... 9

SYLLABUS COMPONENTS & ASSESSMENT OUTLINES ................................. 10

GROUP 1: STUDIES IN LANGUAGE & LITERATURE ........................................ 10

LANGUAGE A: LITERATURE:............................................................................ 10

LANGUAGE A: LANGUAGE & LITERATURE: ................................................ 12

GROUP 2: LANGUAGE ACQUISITION .................................................................. 14

LANGUAGE B ........................................................................................................ 14

LANGUAGE AB INITIO (SL only) ....................................................................... 16

GROUP 3: INDIVIDUALS & SOCIETIES ................................................................ 17

ECONOMICS .......................................................................................................... 17

GEOGRAPHY ......................................................................................................... 20

HISTORY ................................................................................................................ 22

PSYCHOLOGY ....................................................................................................... 24

GROUP 3/4: TRANSDISCIPLINARY SUBJECTS ................................................... 26

ENVIRONMENTAL SYSTEMS & SOCIETIES (ESS) ........................................ 26

GROUP 4: SCIENCES ................................................................................................ 28

BIOLOGY................................................................................................................ 28

CHEMISTRY .......................................................................................................... 30

PHYSICS ................................................................................................................. 32

GROUP 5: MATHEMATICS...................................................................................... 34

FURTHER MATHEMATICS HL ........................................................................... 34

MATHEMATICS HL .............................................................................................. 35

MATHEMATICS SL............................................................................................... 36

MATHEMATICAL STUDIES SL .......................................................................... 37

GROUP 6: THE ARTS ................................................................................................ 38

MUSIC ..................................................................................................................... 38

THEATRE ............................................................................................................... 40

VISUAL ARTS ........................................................................................................ 41

THE CORE .................................................................................................................. 44

THEORY OF KNOWLEDGE ................................................................................. 44

THE EXTENDED ESSAY ...................................................................................... 45

CREATIVITY, ACTIVITY & SERVICE (CAS) ................................................... 46

ASSESSMENT IN THE IB DIPLOMA ...................................................................... 47

CORE POINTS MATRIX ....................................................................................... 48

TIMELINE FOR COURSE SELECTION & BEYOND ............................................ 49

COURSE SELECTION: .......................................................................................... 49

1

INTRODUCTION

The IB Diploma at Marymount London

Marymount International School London is an International Baccalaureate World

School with a strong academic tradition providing an education based on Christian

values. Authorized as an IB school in 1979, Marymount was the first all-girls school in

the UK to adopt the IB Diploma Programme. This internationally acclaimed

programme is recognised globally by universities and employers as a benchmark of

quality in education.

With more than 35 years' experience teaching the IB Diploma, we are in the privileged

position of offering the Diploma Programme with unrivalled expertise. With small

classes and a stimulating teaching environment, students are stretched and encouraged

to develop confidence as independent, critical thinkers.

The very nature of our School gives every girl the optimal environment to succeed

academically. Our pedagogy is tailored to our international, all-girls demography, a

model in place since Marymount was founded over fifty years ago. Furthermore,

students may choose a programme tailored to their specific needs, affording both the

strongest combination of subjects and levels, and a choice from seven languages,

including Chinese, Japanese and Korean. Finally, despite impressive exam results year-

on-year, we see exams as a by-product of something much more important: allowing

every Marymount girl to blossom through a holistic, challenging, and above all

enjoyable learning process.

The underlying philosophy of the IB is closely aligned to our own, and thus we are

uniquely positioned to offer each girl an education of outstanding quality enhanced by

our commitment to instilling a lifelong love of learning.

Marymount Mission & Vision Statement

Marymount International School London was founded in 1955 by the Religious of the

Sacred Heart of Mary. Marymount’s philosophy and mission reflect the mission of the

RSHM: “That All May Have Life”

Founded in the charism of the Religious of the Sacred Heart of Mary, Marymount

International School is a private Catholic day and boarding school for girls welcoming

all faiths and backgrounds. An IB World School, we educate students to be responsible,

compassionate and caring members of the community. We enable them to think

creatively, reason critically, communicate effectively and learn continuously in an

environment enriched by its cultural and religious diversity.

Education that is formed from our past and transforms for the future

2

Aims & Objectives

Marymount offers a strong academic programme, based on the International

Baccalaureate curricula, to meet the needs of its international student body, thus

providing a unique environment of cultural exchange and understanding.

Our School is dedicated to promoting and developing the dignity and integrity of each

person in an atmosphere of justice, love and respect in which students, faculty, staff,

parents and governors cooperate towards attaining our objectives.

The faculty and staff are committed to the following:

To encourage each student to understand, live and bear witness to her faith and

to deepen her love of and relationship with God.

To help students to love each other, respect each other’s beliefs, develop

qualities of forgiveness and a joyful sharing of life.

To develop in each student a sense of personal integrity, inner reflection, and

responsibility for her own actions.

To cultivate in each student an informed awareness and appreciation of all

God’s creation.

To stimulate students to think independently, critically and without prejudice.

To instil a lifelong love of learning and inculcate in students the qualities of

scholarship, character, service and leadership.

To encourage in students a social consciousness and global awareness which

elicit a sensitive and active response to justice and human need in accordance

with the principles of the United Nations Universal Declaration of Human

Rights.

To focus on the cultural and international diversity within the School as a forum

for understanding and cooperation.

Mission Statement of the IB

The International Baccalaureate Organization aims to develop inquiring,

knowledgeable and caring young people who help to create a better and more peaceful

world through intercultural understanding and respect. To this end the IBO works with

schools, governments and international organizations to develop challenging

programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active,

compassionate and lifelong learners who understand that other people, with their

differences, can also be right.

3

Marymount Support Structures and Key Personnel

In line with our commitment to educating the whole person, we recognise that the

academic and emotional growth of each of our girls is dependent upon their happiness

and confidence. In order to achieve this objective, Marymount has a comprehensive

support structure in place. During their time in the IB Diploma Programme, students

have access to, and are supported by, a number of key personnel including;

Experienced Teachers (many of whom are examiners for the IB)

Advisor

Head of Year (Grade 12)

IB Coordinator

Director of Specialist Programmes

Director of Research (School Librarian)

College Counsellor

School Counsellor

Pastoral Life Coordinator

Spiritual Life Coordinator

What is an IB Education?

An IB education is holistic in nature – it is concerned with the whole person. Along

with cognitive development, IB programmes address students’ social, emotional and

physical well-being. They value and offer opportunities for students to become active

and caring members of local, national and global communities; they focus attention on

the values and outcomes of internationally minded learning described in the IB learner

profile.

IB learners strive to become inquirers, knowledgeable, thinkers, communicators,

principled, open-minded, caring, risk-takers, balanced and reflective. These attributes

represent a broad range of human capacities and responsibilities that go beyond

intellectual development and academic success. They imply a commitment to help all

members of the school community learn to respect themselves, others and the world

around them.

All IB programmes are rooted in the belief that people who are equipped to make a

more just a peaceful world need an education that crosses disciplinary, cultural, national

and geographical boundaries.

4

The IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who,

recognising their common humanity and shared guardianship of the planet, help to

create a better and more peaceful world. IB learners strive to be:

Inquirers - They develop their natural curiosity. They acquire the skills

necessary to conduct inquiry and research and show independence in learning.

They actively enjoy learning and this love of learning will be sustained

throughout their lives.

Knowledgeable - They explore concepts, ideas and issues that have local and

global significance. In so doing, they acquire in-depth knowledge and develop

understanding across a broad and balanced range of disciplines.

Thinkers - They exercise initiative in applying thinking skills critically and

creatively to recognize and approach complex problems, and make reasoned,

ethical decisions.

Communicators - They understand and express ideas and information

confidently and creatively in more than one language and in a variety of modes

of communication. They work effectively and willingly in collaboration with

others.

Principled - They act with integrity and honesty, with a strong sense of fairness,

justice and respect for the dignity of the individual, groups and communities.

They take responsibility for their own actions and the consequences that

accompany them.

Open-minded - They understand and appreciate their own cultures and

personal histories, and are open to the perspectives, values and traditions of

other individuals and communities. They are accustomed to seeking and

evaluating a range of points of view, and are willing to grow from the

experience.

Caring - They show empathy, compassion and respect towards the needs and

feelings of others. They have a personal commitment to service, and act to make

a positive difference to the lives of others and to the environment.

Risk-takers - They approach unfamiliar situations and uncertainty with courage

and forethought, and have independence of spirit to explore new roles, ideas

and strategies. They are brave and articulate in defending their beliefs.

Balanced -They understand the importance of intellectual, physical and

emotional balance to achieve personal well-being for themselves and others.

Reflective - They give thoughtful consideration to their own learning and

experience. They are able to assess and understand their strengths and

limitations in order to support their learning and personal development.

5

What is the IB Diploma Programme?

founded in Geneva in 1968

broad and balanced education

two-year pre-university course

offers flexibility in either IB Diploma or Course Certificates

international education, encouraging in students an understanding and

appreciation of other cultures, languages and points of view

a gold standard university entrance qualification, recognised and welcomed

globally

IB Diploma candidates must take and be examined in six subjects (3 at Higher Level

and 3 at Standard Level) plus the Core (Theory of Knowledge, Extended Essay and

Community Activity Service [CAS], a programme of voluntary extra-curricular

activities).

All students, if appropriately qualified, may follow the full IB Diploma Programme,

but a student may, if she prefers, take one or more IB examinations in individual

subjects, in which case a COURSE CERTIFICATE is awarded for the IB examinations

passed. Certificates can also be taken in Theory of Knowledge (TOK), Extended Essay

and Community Activity and Service (CAS). Higher Level examinations are valued as

equivalent to/or higher than Advanced Placement by the majority of colleges and

universities in the United States and can earn credit. In some cases, full IB Diploma

holders may obtain sophomore standing.

Marymount High School Diploma - all Grade 12 students who satisfactorily complete

the School’s graduation requirements (these include non-IB subjects: Religion, PE and

PSE as well) are awarded the High School Diploma

Through engagement in the IB Diploma Programme, students:

develop an excellent breadth and depth of knowledge

flourish physically, intellectually, emotionally and ethically

study at least two languages

excel in traditional academic subjects

explore the nature of knowledge through the programme’s unique theory of

knowledge course.

6

The IB Diploma Programme Model

The curriculum consists of six subject groups and the Core.

The six subject groups are:

Studies in Language and Literature

Language Acquisition

Individuals and Societies

Sciences.

Mathematics

The Arts.

There are different courses within each subject group (see page 9 onwards).

Made up of three required components, the Core aims to broaden students’ educational

experience and challenge them to apply their knowledge and skills.

The three core elements are:

Theory of Knowledge, in which students reflect on the nature of knowledge

and on how we know what we claim to know.

The Extended Essay, which is an independent, self-directed piece of research,

finishing with a 4,000-word paper.

Creativity, Activity, Service (CAS), in which students complete a project

related to those three concepts.

7

IB Diploma Course Selection Sheet

IB Subject Group Course 1st/2nd choice Level:

HL/SL Current mark Advisor

Initials

GROUP 1: Mother-tongue speakers or near- bilinguals:

“Language A:

Literature” OR

(English only)

“Language A:

Language

& Literature”

Chinese A: Literature HL SL

English A: Literature HL SL

English A: Lang. & Lit. HL SL

French A: Literature HL SL

German A: Literature HL SL

Japanese A: Literature HL SL

Korean A: Literature HL SL

Spanish A: Literature HL SL

Other Language A: Literature *

specify:

HL SL

GROUP 2:

Second Language speakers/learners:

“Language B” OR

“Language ab initio”

English B HL SL

French B HL SL

French ab initio SL

German B HL SL

Spanish B HL SL

Spanish ab initio SL

Other Lang B/ab initio*

- specify:

HL SL

GROUP 3:

Individuals & Societies

Economics HL SL

Geography HL SL

History HL SL

Psychology (online) SL

GROUP 3/4:

Trans-disciplinary

Environmental Systems &

Societies

- SL

GROUP 4:

Experimental Sciences

Biology HL SL

Chemistry HL SL

Physics HL SL

GROUP 5:

Mathematics

Further Mathematics HL -

Mathematics HL SL

Mathematical Studies - SL

GROUP 6:

Arts OR elective

(6th subject may be

chosen from Groups

1-4 above**)

Music HL SL

Theatre HL SL

Visual Arts HL SL

Other (from Group 1-4 or 6); -

specify:

HL SL

*Tuition paid privately between parent and tutor //**ESS students may take 2nd Arts subject as 6th

subject

8

Name

NOTES ON COURSE-SELECTION: You MUST choose a Language A (Group 1); your

second language (and your third if chosen as your sixth subject) may come from either Group 1

or Group 2. Normally students must choose a Group 3 and a Group 4 subject, but ESS SL

satisfies both these requirements: it may therefore be taken either as a Group 3 subject or a

Group 4 subject or as both. Your sixth subject may be an Arts subject (Group 6) or any other

from Groups 1-4; only ESS students may take a second Arts subject as part of their Diploma.

Do you intend to take the full I.B. Diploma in Gr. 12? Yes No

What do you intend to study at University? ……………………………………………………

Where (= U.K., U.S., etc.) do you plan to attend University? …………………………………

I confirm that the choices I have requested are those that I believe best suit my

academic strengths, my career interests, and my intended college “major”. I

understand that some courses may not be available, due to clashes, over-

subscription or under-subscription.

Student Signature: ……………………………………………… Date: …………………

Parent Name: …………………………………………………….

Signature: ……………………………………………………….. Date: …………………

Parent email address: …………………………………………………………………………

_________________________________________________________________________________________

For School use only

I confirm the validity* (as an IBDP combination) and the suitability# (as a college

preparatory syllabus) of the subject-combinations requested above.

* IB Coordinator YES / NO # College Counsellor YES / NO

Signature: ………………………………… Signature: .........................................................

Date: ……………………………………… Date: ………………………………………...

Classes have been scheduled: YES/NO

9

IB DIPLOMA SUBJECTS OFFERED AT MARYMOUNT

LONDON

HIGHER LEVEL (HL): STANDARD LEVEL (SL):

GROUP 1

Language & Literature

Chinese

English Language & Literature

English Literature

French

German

Japanese

Korean

Spanish

Tutors: Arabic, Italian, Russian

Chinese

English Language & Literature

English Literature

French

German

Japanese

Korean

Spanish


GROUP 2

Language Acquisition

Chinese (Mandarin)

English

French

German

Japanese

Korean

Spanish


Chinese (Mandarin)

English

French (also ab initio)

German

Japanese

Korean

Spanish (also ab initio)


GROUP 3

Individuals & Societies

Economics

Geography

History

Economics

Geography

History

Psychology (online course)

ESS (transdisciplinary G3 & 4)

GROUP 4

Sciences

Biology

Chemistry

Physics

Biology

Chemistry

Physics

ESS (transdisciplinary G3 & 4)

GROUP 5

Mathematics

Further Mathematics

Mathematics

Mathematics

Mathematical Studies

GROUP 6

The Arts

Music

Theatre

Visual Arts

Music

Theatre

Visual Arts

Exceptions:

A student may opt to take a second Group 1 language instead of a Group 2 language

Environmental Systems & Societies (ESS) is a transdisciplinary subject and, as such,

satisfies the IB Diploma requirements for Group 3, or Group 4, or both. Therefore,

students opting to take ESS as both Group 3 and 4 have the opportunity to take a second

Arts subject or one Arts subjects and a third language (timetable permitting).

10

SYLLABUS COMPONENTS & ASSESSMENT OUTLINES

The following pages contain an overview of the syllabus components and assessment

outlines for the different subjects in each subject group.

GROUP 1: STUDIES IN LANGUAGE & LITERATURE

LANGUAGE A: LITERATURE:

Syllabus Component

Part 1: Works in Translation

SL: Two works

HL: Three works

All works are chosen from the titles in the prescribed literature in translation (PLT)

list.

Part 2: Detailed Study

SL: Two works

HL: Three works

All works are chosen from the prescribed list of authors (PLA) for the language A

being studied, each from a different genre.

Part 3: Literary Genres

SL: Three works

HL: Four works

All works are chosen from the prescribed list of authors (PLA) for the language A

being studied, all from the same genre.

Part 4: Options

SL: Three works

HL: Three works

Works are freely chosen in any combination.

HL Assessment Components Weighting:

External Assessment (4 hours)

Paper 1: Literary Commentary (2 hours)

This paper consists of two passages: one prose and one poetry.

Students choose one and write a literary commentary. [20 marks]

Paper 2: Essay (2 hours)

This paper consists of three questions for each literary genre. In

response to one question, students write an essay based on at least

two works studied in Part 3. [25 marks]

Written Assignment

Students submit a reflective statement and literary essay on one work

studied in Part 1. [25 marks]

The reflective statement must be 300-400 words in length. The essay

must be 1200-1500 words in length.

70%

20%

25%

25%

11

Internal Assessment

This component is internally assessed by the teacher and externally

moderated by the IB at the end of the course

Individual Oral Commentary (20 minutes)

Formal oral commentary on poetry studied in Part 2 with subsequent

questions (10 minutes) followed by a discussion based on one of the

other Part 2 works (10 minutes). [30 marks]

Individual Oral Presentation (10-15 minutes)

The presentation is based on works studied in Part 4. It is internally

assessed and externally moderated through the Part 2 internal

assessment task. [30 marks]

30%

15%

15%

SL Assessment Components Weighting:


Paper 1: Guided Literary Analysis (1 hour 30 minutes)

This paper consists of two passages: one prose and one poetry.

Students choose one and write a guided literary analysis in response

to two questions. [20 marks]

Paper 2: Essay (1 hour 30 minutes)

This paper consists of three questions for each literary genre. In

response to one question, students write an essay based on at least

two works studied in Part 3. [25 marks]

Written Assignment

Students submit a reflective statement and literary essay on one work

studied in Part 1. [25 marks]

The reflective statement must be 300-400 words in length. The essay

must be 1200-1500 words in length.

70%

20%

25%

25%

Internal Assessment




Students present a formal oral commentary and answer questions on

an extract from a work studied in Part 2. [30 marks]

Individual Oral Presentation (10-15 minutes)

The presentation is based on works studied in Part 4. It is internally

assessed and externally moderated through the Part 2 internal

assessment task. [30 marks]

30%

15%

15%

12

LANGUAGE A: LANGUAGE & LITERATURE:

Syllabus Component

Part 1: Language in Cultural Context

Texts are chosen from a variety of sources, genres and media

Part 2: Language and Mass Communication

Texts are chosen from a variety of sources, genres and media

Part 3: Literature – Texts and Contexts

SL: Two texts, one of which is a text in translation from the prescribed literature in

translation (PLT) list and one, written in the language A studied, from the prescribed

list of authors (PLA) for the language A studied, or chosen freely.

HL: Three texts, one of which is a text in translation chosen from the prescribed

literature in translation (PLT) list and one from the prescribed list of authors (PLA)

for the language A studied. The other may be chosen freely.

Part 4: Literature – Critical Study

SL: Two texts, both of which are chosen from the prescribed list of authors (PLA)

for the Language A studied

HL: Three texts, all of which are chosen from the prescribed list of authors (PLA)

for the Language A studied



Paper 1: Comparative Textual Analysis (2 hours)

This paper consists of two pairs of unseen texts. Students write a

comparative analysis of one pair of texts. [20 marks]


In response to one of six questions, students write an essay based on

at least two of the literary texts studied in Part 3. The questions are

the same as SL but the assessment criteria are different. [25 marks]

Written Tasks

Students produce at least four written tasks based on material studied

in the course. Students submit two of these tasks for external

assessment [20 marks for each task]. One of the tasks submitted must

be a critical response to one of the prescribed questions for the HL

additional study. Each task must be 800-1000 words in length; Task

1 should be accompanied by a rationale of 200-300 words, while

Task 2 should be accompanied by a short outline

70%

25%

25%

20%

Internal Assessment




Students comment on an extract from a literary texts studied in Part

4 of the course [30 marks]. Students are given two guiding questions

Further Oral Activity

Students complete at least two further oral activities, one based on

Part 1 and one based on Part 2 of the course. The mark of one of the

further oral activities is submitted for final assessment [30 marks]

30%

15%

15%

13



Paper 1: Textual Analysis (1 hour 30 minutes)

This paper consists of two unseen texts. Students write an analysis of

one of these texts. [20 marks]


In response to one of six questions, students write an essay based on

both the literary texts studied in Part 3. The questions are the same

as HL but the assessment criteria are different. [25 marks]

Written Task

Students produce at least three written tasks based on material

studied in the course. Students submit one written task for external

assessment [20 marks]. This task must be 800-1000 words in length,

plus a rationale of 200-300 words.

70%

25%

25%

20%

Internal Assessment




Students comment on an extract from a literary texts studied in Part

4 of the course [30 marks]. Students are given two guiding questions

Further Oral Activity

Students complete at least two further oral activities, one based on

Part 1 and one based on Part 2 of the course. The mark of one of the

further oral activities is submitted for final assessment [30 marks]

30%

15%

15%

14

GROUP 2: LANGUAGE ACQUISITION

LANGUAGE B

Syllabus Component

Core:

Communications & Media

Global Issues

Social Relationships

Options:

HL & SL:

Students must select two from the following list of 5 topics

Cultural Diversity

Customs & Traditions

Health

Leisure

Science & Technology

In addition to this, HL students are also required to study two works of literature

written in the target language. These works may be from any genre and may be

from the same genre. They do not need to be linked in any way (by author, theme,

period etc.)


External Assessment – 70%

Paper 1: Receptive Skills (1 hour 30 minutes)

Text-handling exercises on five written texts, based on the core.

Paper 2: Written Productive Skills (1 hour 30 minutes)

Two compulsory writing exercises.

Section A: One task of 250–400 words, based on the options,

to be selected from a choice of five.

Section B: Response of 150–250 words to a stimulus text,

based on the core.

Written Assignment: Receptive and Written Productive Skills

Creative writing of 500–600 words plus a 150–250 word rationale,

based on one or both of the literary texts read.

70%

25%

25%

20%

Internal Assessment



Individual Oral (8-10 minutes)

Based on the options: 15 minutes’ preparation time and a 10 minute

(maximum) presentation and discussion with the teacher

Interactive Oral Activity

Based on the Core: Three classroom activities assessed by the

teacher

30%

20%

10%

15




Text-handling exercises on four written texts, based on the core.

Paper 2: Written Productive Skills (1 hour 30 minutes)

One writing exercise of 250-400 words from a choice of five, based

on the options


Inter-textual reading followed by a written task of 300-400 words

plus a 150-200 word rationale, based on the Core

70%

25%

25%

20%

Internal Assessment



Individual Oral (8-10 minutes)

Based on the options: 15 minutes’ preparation time and a 10 minute

(maximum) presentation and discussion with the teacher

Interactive Oral Activity

Based on the Core: Three classroom activities assessed by the

teacher

30%

20%

10%

16

LANGUAGE AB INITIO (SL only)

Syllabus Component

CORE

Three areas of study—language, texts and themes—provide the basis of the two-year

language ab initio course. These three fundamental areas are interconnected and

should be studied concurrently. Interactive, productive and receptive skills are

developed through study in these three areas and are of equal importance

PRESCRIBED TOPICS

Individuals & Society – Daily Routines, Education, Food & Drink,

Personal Details, Physical Health, Relationships and Shopping

Leisure & Work – Employment, Entertainment, Holidays, Media, Sport,

Technology and Transport

Urban & Rural Environment – Environmental Concerns, Global Issues,

Neighbourhood, Physical Geography, Town & Services and Weather

EXAMPLES OF TEXT TYPES – Advertisement, Notice, Article from Journal,

Magazine, Novel, Blog, Picture, Book, Poem, Brochure, Postcard, Diary, Poster,

Email, Questionnaire, Essay, Radio Programme, Film, Recipe, Flyer, Report,

Interview, Review, Invitation, Short Story, Label, Social Networking Site, Letter:

formal/informal, Song, List, Speech, Map, Survey, Menu, Timetable, Message,

Travel Guide, Note, Web Page




Understanding of four written texts and text-handling exercises [40

marks]

Paper 2: Productive Skills (1 hour)

Two compulsory writing exercises [25 marks]

Section A: one question to be answered from a choice of two

[7 marks]

Section B: one question to be answered from a choice of three

[8 marks]


A piece of writing, 200-250 words in length, demonstrating

intercultural understanding and writing skills in the target language

[20 marks]

75%

30%

25%

20%

Internal Assessment



Individual Oral

Part 1: presentation on a visual stimulus from a choice of two

Part 2: Follow-up questions on the visual stimulus

Part 3: General conversation including aspects of the written

assignment

25%

25%

17

GROUP 3: INDIVIDUALS & SOCIETIES

ECONOMICS

Syllabus Component

Section 1: Microeconomics

Competitive markets: demand and supply (some topics HL only)

Elasticity

Government intervention (some topics HL only)

Market failure (some topics HL only)

Theory of the firm and market structures (HL only)

Section 2: Macroeconomics

The level of overall economic activity (one topic HL extension)

Aggregate demand and aggregate supply (one topic HL only)

Macroeconomic objectives (some topics HL only)

Fiscal policy

Monetary policy

Supply-side policies

Section 3: International Economics

International trade (some topics HL only)

Exchange rates (some topics HL only)

The balance of payments (some topics HL only)

Economics integration (one topic HL only)

Terms of trade (HL only)

Section 4: Development Economics

Economics development

Measuring development

The role of domestic factors

The role of international trade (one topic HL only)

The role of foreign direct investment

The roles of foreign aid and multilateral development assistance

The role of international debt

The balance between markets and intervention

Internal Assessment

A portfolio of three commentaries

18



Paper 1 (1 hour and 30 minutes)

An extended response paper [50 marks]

Section A

Syllabus content: section 1—microeconomics

Students answer one question from a choice of two. [25 marks]

Section B

Syllabus content: section 2—macroeconomics



A data response paper [40 marks]

Section A

Syllabus content: section 3—international economics Students answer one question from a choice of two. [20 marks]

Section B

Syllabus content: section 4—development economics Students

answer one question from a choice of two. [20 marks]

Paper 3 (1 hour)

Students answer two questions from a choice of three on sections 1

to 4 of the syllabus (microeconomics, macroeconomics, international

economics, development economics) [25 marks per question]

80%

30%

30%

20%

Internal Assessment


moderated by the IB at the end of the course.

Students produce a portfolio of three commentaries, based on

different sections of the syllabus and on published extracts from the

news media. Maximum 750 words x 3 [45 marks]

20%

19




An extended response paper [50 marks]

Section A

Syllabus content: section 1—microeconomics


Section B

Syllabus content: section 2—macroeconomics



A data response paper [40 marks]

Section A

Syllabus content: section 3—international economics Students answer one question from a choice of two. [20 marks]

Section B

Syllabus content: section 4—development economics Students

answer one question from a choice of two. [20 marks]

80%

40%

40%

Internal Assessment



Students produce a portfolio of three commentaries, based on

different sections of the syllabus and on published extracts from the

news media. Maximum 750 words x 3 [45 marks]

20%

20

GEOGRAPHY

Syllabus Component

Part 1: Geographic themes - (seven options)

Two options are studied at SL, and three at HL Freshwater - drainage basins

Oceans and coastal margins

Extreme environments

Geophysical hazards

Leisure, tourism and sport

Food and health

Urban environments

Part 2: CORE: Geographic perspectives - global change

Population distribution—changing population

Global climate—vulnerability and resilience

Global resource consumption and security

Part 3: CORE EXTENSION Geographic perspectives - global interactions

(HL students only)

Power, places and networks

Human development and diversity

Global risks and resilience

Internal Assessment: Fieldwork

SL and HL Fieldwork, leading to one written report based on a fieldwork question, information

collection and analysis with evaluation


External Assessment (4 hours 30 minutes)

Paper 1 (2 hours 15 minutes)

Geographic themes – three options [60 marks]

Paper 2 (1 hour 15 minutes)

Geographic perspectives – global change [50 marks]

Paper 3 (1 hour)

Geographic perspectives – global interactions [28 marks]

80%

35%

25%

20%

Internal Assessment



Fieldwork study (20 hours)

Written report [25 marks]

20%

21




Geographic themes – two options [40 marks]


Geographic perspectives – global change [50 marks]

75%

35%

40%

Internal Assessment



Fieldwork study (20 hours)

Written report [25 marks]

25%

22

HISTORY

Syllabus Component

Part 1: Prescribed subjects - (five options)

School selects one subject from the following list Military leaders

Conquest and its impact

The move to global war

Rights and protest

Conflict and intervention

Each prescribed subject consists of two case studies, each taken from a different

region of the world. Both of the case studies specified for the chosen prescribed

subject must be studied

Part 2: World History Topics – (twelve options)

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 industrialization (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)

School selects two topics from the list above. It should be noted that for each one,

topic examples must be studied from more than one region of the world.

Part 3: Depth Studies – (four options)

(HL students only)

History of Africa and the Middle East

History of the Americas

History of Asia and Oceania

History of Europe

Schools select one regional option. Three specific historical events/eras from a

prescribed selection of eighteen must be studied for the chosen regional option.

Internal Assessment: Historical Investigation

Both SL and HL students complete an historical investigation for their internal

assessment task. Students can investigate any historical topic of their choice

23



Paper 1 (1 hour)

Source-based paper based on the five prescribed subjects. Choose

one prescribed subject from a choice of five. Answer four structured

questions. [24 marks]


Essay paper based on the 12 world history topics. Answer two essay

questions on two different topics. [30 marks]

Paper 3 (2 hours 30 minutes)

Separate papers for each of the four regional options. For the

selected region, answer three essay questions. [45 marks]

80%

20%

25%

35%

Internal Assessment



Historical investigation

Students are required to complete a historical investigation into a

topic of their choice. [25marks]

20%



Paper 1 (1 hour)

Source-based paper based on the five prescribed subjects. Choose

one prescribed subject from a choice of five. Answer four structured

questions. [24 marks]


Essay paper based on the 12 world history topics. Answer two essay

questions on two different topics. [30 marks]

75%

30%

45%

Internal Assessment



Historical investigation

Students are required to complete a historical investigation into a

topic of their choice. [25marks]

25%

24

PSYCHOLOGY

Syllabus Component

CORE:

1. Biological approach to understanding behaviour

the brain and behaviour (SL and HL)

hormones and behaviour (SL and HL)

genetics and behaviour (SL and HL)

the role of animal research in understanding human behaviour (HL

only).

2. Cognitive approach to understanding behaviour

cognitive processing (SL and HL)

reliability of cognitive processes (SL and HL)

emotion and cognition (SL and HL)

cognitive processing in the digital world (HL only).

3. Sociocultural approach to understanding behaviour

the individual and the group (SL and HL)

cultural origins of behaviour and cognition (SL and HL)

cultural influences on individual attitudes, identity and behaviours

(SL and HL)

the influence of globalization on individual attitudes, identities and

behaviour (HL only)

4. Approaches to researching behaviour – elements of researching behaviour,

analysing data, evaluating research, drawing conclusions

OPTIONS:

Abnormal psychology - factors influencing diagnosis, etiology of abnormal

psychology and treatment of disorders

Developmental psychology - influences on cognitive and social development,

developing an identity and developing as a learner

Health psychology - determinants of health, health problems and promoting

health

Psychology of human relationships - personal relationships, group

dynamics and social responsibility

Internal Assessment:

Experimental Study

25



Paper 1 (2 hours)

Section A

Three short-answer questions on the core approaches to psychology.

[27 marks]

Section B

One essay from a choice of three on the biological, cognitive and

sociocultural approaches to behaviour. One, two or all of the essays

will reference the additional HL topic [22 marks]

Paper 2 (2 hours)

Two questions; one from a choice of three on each of two options.

[Total 44 marks]

Paper 3 (1 hour)

Three short-answer questions from a list of six static questions on

approaches to research. [24 marks]

80%

40%

20%

20%

Internal Assessment



Experimental Study

A report on an experimental study undertaken by the student. [22

marks]

20%



Paper 1 (2 hours)

Section A

Three short-answer questions on the core approaches to psychology.

[27 marks]

Section B

One essay from a choice of three on the biological, cognitive and

sociocultural approaches to behaviour. One, two or all of the essays

will reference the additional HL topic [22 marks]

Paper 2 (1 hours)

One question from a choice of three on one option. [Total 22 marks]

75%

50%

25%

Internal Assessment



Experimental Study

A report on an experimental study undertaken by the student. [22

marks]

25%

26

GROUP 3/4: TRANSDISCIPLINARY SUBJECTS

ENVIRONMENTAL SYSTEMS & SOCIETIES (ESS)

Syllabus Component

CORE CONTENT:

Topic 1—Foundations of environmental systems and societies

Environmental value systems

Systems and models

Energy and equilibria

Sustainability

Humans and pollution

Topic 2—Ecosystems and ecology

Species and populations

Communities and ecosystems

Flows of energy and matter

Biomes, zonation and succession

Investigating ecosystems

Topic 3—Biodiversity and conservation

Origins of biodiversity

Threats to biodiversity

Conservation of biodiversity

Topic 4—Water and aquatic food production systems and societies

Access to fresh water

Aquatic food production systems

Water pollution

Topic 5—Soil systems and terrestrial food production systems and societies

Terrestrial food production systems and food choices

Soil degradation and conservation

Topic 6—Atmospheric systems and societies

Stratospheric ozone

Photochemical smog

Acid deposition

Topic 7—Climate change and energy production

Energy choices and security

Climate change—causes and impacts

Climate change—mitigation and adaptation

Topic 8—Human systems and resource use

Human population dynamics

Resource use in society

Solid domestic waste

Human population carrying capacity

PRACTICAL SCHEME OF WORK:

Practical activities

Individual investigation

27



Paper 1: Case Study (1 hour)

Students will be provided with a range of data in a variety of forms

relating to a specific, previously unseen case study. Questions will be

based on the analysis and evaluation of the data in the case study. All

of the questions are compulsory. [35 marks]

Paper 2: Short Answers & Structured Essays

Section A - is made up of short-answer and data-based questions.

[25 marks]

Section B - requires students to answer two structured essay

questions from a choice of four. [40 marks]

75%

25%

50%

Internal Assessment



Individual Investigation

The internal assessment task involves the completion of an individual

investigation of an ESS research question that has been designed and

implemented by the student. The investigation is submitted as a

written report.

25%

28

GROUP 4: SCIENCES

BIOLOGY

Syllabus Component

CORE:

Cell biology

Molecular biology

Genetics

Ecology

Evolution and biodiversity

Human physiology

ADDITIONAL HL OPTIONS:

Nucleic acids

Metabolism, cell respiration and photosynthesis

Plant biology

Genetics and evolution

Animal physiology

OPTION:

A - Neurobiology and behaviour

B - Biotechnology and bioinformatics

C - Ecology and conservation

D - Human physiology



Individual investigation (internal assessment–IA)

Group 4 Project



Paper 1: (1 hour)

40 multiple-choice questions on core and AHL material. [40 marks]

Paper 2: (2 hours 15 minutes)

Data-based question. Short-answer and extended-response

questions. Two out of three extended response questions to be

attempted by candidates. [72 marks]

Paper 3: (1 hour 15 minutes)

Section A: candidates answer all questions, two to three short-

answer questions based on experimental skills and techniques,

analysis and evaluation, using unseen data.

Section B: short-answer and extended-response questions from one

option. [45 marks]

80%

20%

36%

24%

Internal Assessment

Individual Investigation – 6-12 page write up of a practical

investigation into an aspect of science.

20%

29



Paper 1: (45 minutes)

30 multiple-choice questions on core material. [30 marks]



questions. One out of two extended response questions to be


Paper 3: (1 hour)





option. [35 marks]

80%

20%

40%

20%

Internal Assessment



20%

30

CHEMISTRY

Syllabus Component

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


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:

A - Materials

B - Biochemistry

C – Energy

D - Medicinal chemistry




Group 4 Project

31



Paper 1: (1 hour)











option. [45 marks]

80%

20%

36%

24%

Internal Assessment



20%









Paper 3: (1 hour)





option. [35 marks]

80%

20%

40%

20%

Internal Assessment



20%

32

PHYSICS

Syllabus Component

CORE:

Measurements and uncertainties

Mechanics

Thermal physics

Waves

Electricity and magnetism

Circular motion and gravitation

Atomic, nuclear and particle physics

Energy production


Wave phenomena

Fields

Electromagnetic induction

Quantum and nuclear physics

OPTION:

A - Relativity

B - Engineering physics

C - Imaging

D - Astrophysics




Group 4 Project



Paper 1: (1 hour)











option. [45 marks]

80%

20%

36%

24%

Internal Assessment



20%

33









Paper 3: (1 hour)





option. [35 marks]

80%

20%

40%

20%

Internal Assessment



20%

34

GROUP 5: MATHEMATICS

FURTHER MATHEMATICS HL

Syllabus Component

TOPIC 1:

Linear Algebra

TOPIC 2:

Geometry

TOPIC 3:

Statistics & Probability

TOPIC 4:

Sets, Relations & Groups

TOPIC 5:

Calculus

TOPIC 6:

Discrete Mathematics




Compulsory short-to-medium response questions based on the whole

syllabus. Graphic display calculator required


Compulsory medium-to-extended response questions based on the

whole syllabus. Graphic display calculator required

100%

50%

50%

35

MATHEMATICS HL

Syllabus Component

TOPIC 1:

Algebra

TOPIC 2:

Functions & Equations

TOPIC 3:

Circular Functions & Trigonometry

TOPIC 4:

Vectors

TOPIC 5:


TOPIC 6:

Calculus

OPTION SYLLABUS CONTENT:

Students must study all the sub-topics in one of the following options as listed in the

syllabus details.

TOPIC 7:

Statistics and Probability

TOPIC 8:

Sets, Relations and Groups

TOPIC 9:

Calculus

TOPIC 10:

Discrete Mathematics

Mathematical Exploration

Internal assessment in mathematics HL is an individual exploration. This is a piece

of written work that involves investigating an area of mathematics.



Paper 1: (2 hours)

Section A – compulsory short-response questions based on the Core

syllabus

Section B – compulsory extended-response questions based on the

Core syllabus. [100 marks]

Paper 2: (2 hours)

Section A – compulsory short-response questions based on the Core

syllabus


Core syllabus. [100 marks]

Paper 3: (1 hour)

Compulsory extended-response questions based on Options

80%

30%

30%

20%

Internal Assessment

Mathematical Exploration – individual exploration of an area of

HL Mathematics. [20 marks]

20%

36

MATHEMATICS SL

Syllabus Component

TOPIC 1:

Algebra

TOPIC 2:

Functions & Equations

TOPIC 3:

Circular Functions & Trigonometry

TOPIC 4:

Vectors

TOPIC 5:


TOPIC 6:

Calculus

Mathematical Exploration

Internal assessment in mathematics HL is an individual exploration. This is a piece

of written work that involves investigating an area of mathematics.




Section A – compulsory short-response questions based on the whole

syllabus


whole syllabus. [90 marks]


Section A – compulsory short-response questions based on the whole

syllabus


whole syllabus. [90 marks]

80%

40%

40%

Internal Assessment

Mathematical Exploration – individual exploration of an area of

SL Mathematics. [20 marks]

20%

37

MATHEMATICAL STUDIES SL

Syllabus Component

TOPIC 1:

Number & Algebra

TOPIC 2:

Descriptive Statistics

TOPIC 3:

Logic, Sets & Probability

TOPIC 4:

Statistical Applications

TOPIC 5:

Geometry & Trigonometry

TOPIC 6:

Mathematical Models

TOPIC 7:

Introduction to Differential Calculus

Project

The Project is an individual piece of work involving the collection of information or

the generation of measurements, and the analysis and evaluation of the information

or measurements




15 compulsory short-response questions based on the whole syllabus

[90 marks]


6 compulsory extended-response questions based on the whole

syllabus. [90 marks]

80%

40%

40%

Internal Assessment

Project – an individual piece of work involving the collection of

information or the generation of measurements, and the analysis and

evaluation of the information or measurements

20%

38

GROUP 6: THE ARTS

MUSIC

Syllabus Component

Musical Perception: Study, analysis and examination, comparing and contrasting of musical cultures.

Students should actively listen to a wide range of music from different parts of the

world, musical cultures and time periods.

Through this study, students develop their aural perception and understanding of

music by learning about:

musical elements, including form and structure

notations

musical terminology

context

Prescribed Works – the in-depth study of one (SL) or two (HL) works of music

prescribed by the IB.

Musical Links Investigation – an independent comparative analysis of two works

of music from distinct musical cultures and genres to identify the musical links that

exist between them.

Creating: Composition, arrangement and/or improvisation. Compulsory for HL students and

an option for SL students

Performing:

Group or Solo performance. Compulsory for HL students and an option for SL

students



Listening Paper: (2 hours 30 minutes)

Five Musical Perception Questions

Section A – students answer two questions. Question 1 or 2 [20

marks] and Question 3 [20 marks]

Section B – students answer three questions. Question 4 or 5 and

Questions 6 and 7 [60 marks]

Musical Links Investigation

A written media script of no more than 2000 words, investigating the

significant musical links between two (or more) pieces from distinct

musical cultures. [20 marks]

50%

30%

20%

Internal Assessment

Creating – three original compositions, arrangements and/or

improvisations, with recordings and written reflections [30 marks]

Solo Performing – a 20 minute recording selected from one or more

public performances. [20 marks]

50%

39



Listening Paper: (2 hours)

Four Musical Perception Questions

Section A – students answer one question, either Question 1 or 2 [20

marks]

Section B – students answer three questions. Question 4 or 5 and

Questions 6 and 7 [60 marks]

Musical Links Investigation

A written media script of no more than 2000 words, investigating the

significant musical links between two (or more) pieces from distinct

musical cultures. [20 marks]

50%

30%

20%

Internal Assessment

Creating – three original compositions, arrangements and/or

improvisations, with recordings and written reflections [30 marks]

Solo Performing – a 20 minute recording selected from one or more

public performances. [20 marks]

50%

40

THEATRE

Syllabus Component

CORE: The Theatre syllabus consists of three interrelated components:

Presenting Theatre - this component addresses the staging and presentation

of theatre as well as the presentation of ideas, research and discoveries

through diverse modes of presentation, both practical and written.

Considering the impact theatre can have on the spectator, students are

encouraged to think about their own artistic intentions as creators, designers,

directors and performers and the impact they wish to have on an audience.

Theatre in Context - examining the personal, theoretical and cultural

contexts that inform theatre-making and the ways in which these affect and

influence creating, designing, directing, performing and spectating

Theatre Processes – an exploration of the skills, techniques and processes

involved in theatre-making. Students reflect on their own creative processes

and skills acquisition as well as gaining a practical understanding of the

processes of others

Students are required to understand the relationship between these three areas and

how each area informs and impacts their work in theatre. Students are required to

approach these areas from the perspectives of each of the following specialist

theatre roles:

Creator

Designer

Director

Performer.

HL/SL Assessment Components Weighting:

HL

Weighting:

SL

External Assessment

Task 1: Solo Theatre Piece (HL only) - students research a

Theatre theorist they have not previously studied, identify an

aspect(s) of their theory and create and present a solo theatre

piece (4-8 minutes) based on this aspect(s)

Task 2: Director’s Notebook - students choose a published

play text they have not previously studied and develop ideas

regarding how it could be staged for an audience

Task 3: Research Presentation - students plan to deliver an

individual presentation (15 minutes) to their peers in which they

outline and physically demonstrate their research into a

convention of a theatre tradition they have not previously

studied

75%

35%

20%

25%

65%

N/A

35%

30%

Internal Assessment

Task 4: Collaborative Project – students collaboratively

create and present an original piece of theatre for and to a

specified target audience, created from a starting point of their

choice. Students are required to produce a portfolio of 2000

words on their project and its connection to their experience.

25%

35%

41

VISUAL ARTS

Syllabus Component

CORE: The Visual Arts syllabus consists of three interrelated components:

Communicating Visual Arts – this component involves students

investigating, understanding and applying the processes involved in selecting

work for exhibition and public display. It engages students in making

decisions about the selection of their own work.

Visual Arts in Context – the lens through which students are encouraged to

explore perspectives, theories and cultures that inform and influence visual

arts practice. Students should be able to research, understand and appreciate

a variety of contexts and traditions and be able to identify links between them.

Visual Arts Methods – this component addresses ways of making artwork

through the exploration and acquisition of skills, techniques and processes,

and through engagement with a variety of media and methods.

Students are required to investigate these core syllabus areas through exploration of

the following practices:

theoretical practice

art-making practice

curatorial practice.

42


External Assessment

Part 1: Comparative Study – students analyse and compare

different artworks by different artists. This independent critical and

contextual investigation explores artworks, objects and artefacts

from differing cultural contexts.

students submit 10–15 screens which examine and compare

at least three artworks, at least two of which need to be by

different artists. The works selected for comparison and

analysis should come from contrasting contexts (local,

national, international and/or intercultural).

students submit 3–5 additional screens which analyse the

extent to which their work and practices have been influenced

by the art and artists examined.

students submit a list of sources used.

Part 2: Process Portfolio - students submit carefully selected

materials which evidence their experimentation, exploration,

manipulation and refinement of a variety of visual arts activities

during the two-year course.

students submit 13–25 screens which evidence their sustained

experimentation, exploration, manipulation and refinement

of a variety of art-making activities. The submitted work must

have been created in at least three art-making forms, selected

from a minimum of two columns of the art-making forms

table.

60%

20%

40%

Internal Assessment

Part 3: Exhibition - students at submit for assessment a selection of

resolved artworks from their exhibition. The selected pieces should

show evidence of their technical accomplishment during the visual

arts course and an understanding of the use of materials, ideas and

practices appropriate to visual communication.

students submit a curatorial rationale that does not exceed

700 words

students submit 8–11 artworks.

students submit exhibition text (stating the title, medium, size

and intention) for each selected artwork.

Students must submit two photographs of their overall exhibition.

These exhibition photographs provide an understanding of the

context of the exhibition and the size and scope of the works. While

the photographs will not be used to assess individual artworks, they

also give the moderator insight into how a candidate has considered

the overall experience of the viewer in their exhibition.

40%

43


External Assessment

Part 1: Comparative Study – students analyse and compare

different artworks by different artists. This independent critical and

contextual investigation explores artworks, objects and artefacts

from differing cultural contexts.

students submit 10–15 screens which examine and compare

at least three artworks, at least two of which need to be by

different artists. The works selected for comparison and

analysis should come from contrasting contexts (local,

national, international and/or intercultural).

students submit a list of sources used.

Part 2: Process Portfolio - students submit carefully selected

materials which evidence their experimentation, exploration,

manipulation and refinement of a variety of visual arts activities

during the two-year course.

students submit 9–18 screens which evidence their sustained

experimentation, exploration, manipulation and refinement

of a variety of art-making activities. The submitted work must

have been created in at least two art-making forms, each from

separate columns of the art-making forms table.

60%

20%

40%

Internal Assessment

Part 3: Exhibition - students at submit for assessment a selection of

resolved artworks from their exhibition. The selected pieces should

show evidence of their technical accomplishment during the visual

arts course and an understanding of the use of materials, ideas and

practices appropriate to visual communication.

students submit a curatorial rationale that does not exceed

400 words

students submit 4–7 artworks.

students submit exhibition text (stating the title, medium, size

and intention) for each selected artwork.

Students must submit two photographs of their overall exhibition.

These exhibition photographs provide an understanding of the

context of the exhibition and the size and scope of the works. While

the photographs will not be used to assess individual artworks, they

also give the moderator insight into how a candidate has considered

the overall experience of the viewer in their exhibition.

40%

44

THE CORE

THEORY OF KNOWLEDGE

Syllabus Component

The overall aim of TOK is to encourage students to formulate answers to the question

“how do you know?” in a variety of contexts, and to see the value of that question.

This allows students to develop an enduring fascination with the richness of

knowledge.

Students explore the notion of personal and shared knowledge and investigate the

concept of knowledge claims that are made about the world (first order knowledge

claims) and claims that are made about knowledge itself (second order knowledge

claims).

In order to facilitate this exploration/investigation, the TOK course identifies eight

specific ways of knowing:

language

sense perception

emotion

reason

imagination

faith

intuition

memory

and eight ‘areas of knowledge’:

mathematics

natural sciences

human sciences

history

the arts

ethics

religious knowledge systems

indigenous knowledge systems

Assessment Components Weighting:

Part 1: Essay on a Prescribed Title – students write one essay on a

title chosen from a list of six titles prescribed by the IB for each

examination session. The maximum length for the essay is 1,600

words

Part 2: The Presentation – One presentation to the class by an

individual or a group (a maximum of three persons in a group).

Approximately 10 minutes per student is allowed for the presentation.

67%

33%

Note – TOK grades are graded using an A-E scale and students must achieve a D

grade or higher to be awarded the Diploma

45

THE EXTENDED ESSAY

The Extended Essay is an in-depth study of a focused topic chosen from the list of

available Diploma Programme subjects for the session in question. This is normally

one of the student’s six chosen subjects for those taking the IB diploma, or a subject

that a course student has a background in. It is intended to promote academic research

and writing skills, providing students with an opportunity to engage in personal

research in a topic of their own choice, under the guidance of a supervisor (an

appropriately qualified member of staff within the school). This leads to a major piece

of formally presented, structured writing, in which ideas and findings are

communicated in a reasoned and coherent manner, appropriate to the subject chosen.

It is mandatory that all students undertake three reflection sessions with their

supervisor, which includes a short, concluding interview, or viva voce, with their

supervisor following the completion of the extended essay.

The extended essay is assessed against common criteria, interpreted in ways

appropriate to each subject.

Key features of the extended essay

The Extended Essay is compulsory for all students taking the Diploma

Programme and is an option for course students.

The Extended Essay is marked on a scale of A – E and a student must achieve a

D grade or higher to be awarded the Diploma.

The Extended Essay is externally assessed and, in combination with the grade

for theory of knowledge, contributes up to three points to the total score for the

IB Diploma.

The Extended Essay process helps prepare students for success at university

and in other pathways beyond the Diploma Programme.

When choosing a subject for the Extended Essay, students must consult the list

of available Diploma Programme subjects published in the Handbook of

procedures for the Diploma Programme for the session in question.

The Extended Essay is a piece of independent research on a topic chosen by the

student in consultation with a supervisor in the school.

It is presented as a formal piece of sustained academic writing containing no

more than 4,000 words accompanied by a reflection form of no more than 500

words.

It is the result of approximately 40 hours of work by the student.

Students are supported by a supervision process recommended to be 3–5 hours,

which includes three mandatory reflection sessions.

The third and final mandatory reflection session is the viva voce, which is a

concluding interview with the supervising teacher.

46

CREATIVITY, ACTIVITY & SERVICE (CAS)

CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is

designed to strengthen and extend students’ personal and interpersonal learning from

the MYP. CAS is organized around the three strands of creativity, activity and service

defined as follows.

Creativity—exploring and extending ideas leading to an original or interpretive

product or performance

Activity—physical exertion contributing to a healthy lifestyle

Service—collaborative and reciprocal engagement with the community in

response to an authentic need

The CAS programme formally begins at the start of the Diploma Programme and

continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable

balance between creativity, activity, and service.

All CAS students are expected to maintain and complete a CAS portfolio as evidence

of their engagement with CAS. The CAS portfolio is a collection of evidence that

showcases CAS experiences and for student reflections; it is not formally assessed.

Completion of CAS is based on student achievement of the seven CAS learning

outcomes. Through their CAS portfolio, students provide the school with evidence

demonstrating achievement of each learning outcome.

The seven CAS learning outcomes are:

Identify own strengths and develop areas for growth

Demonstrate that challenges have been undertaken, developing new skills in the

process

Demonstrate how to initiate and plan a CAS experience

Show commitment to and perseverance in CAS experiences

Demonstrate the skills and recognize the benefits of working collaboratively

Demonstrate engagement with issues of global significance

Recognize and consider the ethics of choices and actions

Further, students undertake a CAS project of at least one month’s duration that

challenges students to show initiative, demonstrate perseverance, and develop skills

such as collaboration, problem-solving, and decision-making. The CAS project can

address any single strand of CAS, or combine two or all three strands.

There are three formal documented interviews students must have with their CAS

coordinator/adviser. The first interview is at the beginning of the CAS programme, the

second at the end of the first year, and the third interview is at the end of the CAS

programme.

47

ASSESSMENT IN THE IB DIPLOMA

Assessment plays a crucial role in supporting learning as well as in measuring

learning. In the Diploma Programme (DP), assessment supports curricular goals and

encourages appropriate student learning.

DP assessments are based on the course aims and objectives, with an emphasis on

criterion-related (as opposed to norm-referenced) assessment. This method of

assessment judges students’ work in relation to identified levels of attainment, rather

than in relation to the work of other students.

Each IB Diploma course has a published set of aims and objectives and related

assessment criteria, which are used to provide ‘formative’ feedback on student progress

as well as to officially grade summative assessments.

Each IB Diploma course will have a blend of assessments, including:

Internal Assessment - work such as portfolios, written assignments, individual

investigations, field work, collaborative projects, orals, performances etc.,

which are internally assessed by teachers using published criteria and then

externally moderated by qualified IB examiners

External Assessment – one or more examination papers that are completed at

the end of the IB Diploma Course (first three weeks in May of the second year

of the programme) and which are externally assessed by qualified examiners

using the published assessment criteria

Individual IB Diploma subjects, irrespective of the number of assessed components, are

assessed on an overall scale of 1-7, where a 7 represents work of the highest quality.

The formally assessed elements of the Core are assessed on a scale of A-E, where an

A represents work of the highest quality. There are a maximum of 3 bonus points

available based on performance in the Core, (see table on page 48).

Given that each of the six subjects taken by an IB Diploma student is out of a maximum

of 7 points and there are 3 additional bonus points awarded for performance in the

Core, the maximum possible overall Diploma score is 45 points (i.e. 6 x 7 points for

subjects + 3 bonus points). To be awarded the full IB Diploma, students must achieve

a minimum of 24 points and meet a number of ‘passing conditions’, which are:

CAS requirements have been met.

There is no “N” awarded for TOK, the EE or for a contributing subject.

There is no grade E awarded for TOK and/or the EE.

There is no grade 1 awarded in a subject/level.

There are no more than two grade 2s awarded (HL or SL).

There are no more than three grade 3s or below awarded (HL or SL).

The candidate has gained 12 points or more on HL subjects. (For candidates

who register for four HL subjects, the three highest grades count.)

The candidate has gained 9 points or more on SL subjects. (Candidates who

register for two SL subjects must gain at least 5 points at SL.)

The candidate has not received a penalty for academic misconduct from the

final award committee

48

CORE POINTS MATRIX

THEORY OF KNOWLEDGE

Grade

A

Grade

B

Grade

C

Grade

D

Grade

E

No

Grade

(N)

E

X

T

E

N

D

E

D

E

S

S

A

Y

Grade

A

3

3

2

2

Failing

Condition

Failing

Condition

Grade

B

3

2

2

1

Failing

Condition

Failing

Condition

Grade

C

2

2

1

0

Failing

Condition

Failing

Condition

Grade

D

2

1

0

0

Failing

Condition

Failing

Condition

Grade

E

Failing

Condition

Failing

Condition

Failing

Condition

Failing

Condition

Failing

Condition

Failing

Condition

No

Grade

(N)

Failing

Condition

Failing

Condition

Failing

Condition

Failing

Condition

Failing

Condition

Failing

Condition

49

TIMELINE FOR COURSE SELECTION & BEYOND

COURSE SELECTION:

10th Grade students and parents are introduced to the structures and processes of the

IB Diploma at Marymount International School London during the November ‘IB

Information Evening’.

Following on from this evening, students are given an ‘IB Course Selection Sheet’ (see

page 7) and are encouraged to discuss their initial ideas with their teachers, their

Advisor, the IB Diploma Coordinator, the College Counsellor and, of course, their

parents. During these initial discussions and during the formal course selection

process, consideration should be given to:

Areas of genuine strength

Subjects of genuine interest

University aspirations (if known)

Whether or not the full IB Diploma is needed

Career and life goals (if known)

As a general rule of thumb, students wishing to study a particular subject at Higher

Level should be achieving a minimum of a 5 but preferably a 6 or a 7 in that subject in

the MYP in order for that subject to be considered a viable choice. Likewise, students

wishing to take a particular subject at Standard Level should be achieving a minimum

of a 4 in that subject in the MYP for it to be considered a viable choice. It is important

to remember that the full IB Diploma is just one of the options available at Marymount

London, together with individual IB Diploma certificates and the Marymount High

School Diploma, as it may be that the full IB Diploma is not required (or feasible) in

order to realise university and/or career aspirations.

In January/February of Grade 10, students are required to complete and submit a

signed copy of their IB Diploma Course Selection Sheet in order for the School to begin

the scheduling process. Wherever possible, the School honours the selected

combinations, but no guarantees can be made due to the possibility of scheduling

clashes, and over and/or under subscription, which is why students are required to

make a first and second choice in each Subject Group.

Towards the end of Grade 10, students will be notified whether or not their course

selections have been accepted and scheduled. On rare occasions, it may be necessary

to ask a student to re-select one or more courses.

The IB Diploma courses will then commence in September of Grade 11. Whilst not

recommended, the School recognises that students can have a change of heart, either

during the summer prior to starting or in the first few weeks of class. In these

circumstances, students can, with their parents’ permission and agreement of the IB

Coordinator and teacher(s) concerned, make subject changes (schedule permitting) up

until the October half-term break of Grade 11. After this, only changes of level will be

permitted.

Documents

IB DIPLOMA INFORMATION & aSSESSMENT …fluencycontent-schoolwebsite.netdna-ssl.com/FileCluster/Marymount... · GROUP 1: STUDIES IN LANGUAGE & LITERATURE ... (3 at Higher Level and