International Baccalaureate Diploma Programme

Senior School Curriculum Handbook

Contents

1

INTRODUCTION TO THE IB DIPLOMA 2

CREATIVITY ACTIVITY SERVICE (CAS) 7

THEORY OF KNOWLEDGE 8

LANGUAGE A: LITERATURE 9

LANGUAGE A: LANGUAGE AND LITERATURE 10

LANGUAGE B (FRENCH, GERMAN) 11

LANGUAGE AB INITIO 12

BUSINESS MANAGEMENT 13

ECONOMICS 14

GEOGRAPHY 15

HISTORY 16

INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY 17

PSYCHOLOGY 18

BIOLOGY 19

CHEMISTRY 20

COMPUTER SCIENCE 21

ENVIRONMENTAL SYSTEMS & SOCIETIES 22

NATURE OF SCIENCE 23

PHYSICS 24

MATHEMATICS 25

MATHEMATICAL STUDIES 26

MUSIC 27

THEATRE 28

VISUAL ARTS 29

Introduction to the IB Diploma

The IB Diploma as part of the Academic Programme at the Prague British School

Age Year Stage

Primary

3 - 5 FS1 +FS2 Foundation Stage5 - 6 Year 1

Key Stage 16 - 7 Year 27 - 8 Year 3

Key Stage 28 - 9 Year 49 - 10 Year 510 - 11 Year 611 - 12 Year 7

Key Stage 3

Senior

12 - 13 Year 813 - 14 Year 914 - 15 Year 10

IGCSE Programme15 - 16 Year 11*16 - 17 Year 12

IB Programme17 - 18 Year 13

* PBS also offers a one year ‘Pre-IB course’. There is a separate handbook published for this course.

Introduction to the International Baccalaureate (IB) Diploma ProgrammeStudents in Years 12 and 13 complete a two-year programme leading to the award of either the full IB Diploma or the Diploma Courses. These academic qualifications are awarded by the International Baccalaureate Organisation (IBO), which is based in Switzerland. The IB has been used for over 45 years by about 2,000 schools worldwide.

2

Who is the IB Diploma for?The IB Diploma is designed for students who are willing to work hard and develop strong organizational skills.

Students at PBS sit external examinations in the third term of Year 13. The exam results for the subject courses are published as grades ranging from 1 (lowest) to 7 (highest). The Extended Essay and Theory of Knowledge core elements are graded from A (highest) to E (lowest) and awarded up to 3 points combined according to a matrix.

To ensure that students are prepared for the examinations, they are continually assessed during the courses of their studies using the 1-7 (or A-E in the case of the core elements) scales of achievement. In addition to this, practice mock examinations are organized for all IB candidates at the beginning of term 2 of Year 13.

In order to enter the full IB Diploma Programme (IBDP), an incoming student should have achieved at least six grades of A*-C in their IGCSE examinations. In addition, each IB subject will have specific entrance requirements (see individual subjects for details).

What does the IB Diploma lead to?The IB Diploma is well-respected worldwide for admission to university. Full IB Diploma students with strong scores in all subject areas can expect to receive offers from universities throughout the USA, UK, Europe and other regions. While Diploma Courses students are considera-bly more limited in their university choices, PBS graduates who completed the Diploma Courses programme have also been successful in gaining access to some universities in the areas listed above.

A broad and balanced programmeStudents, together with their form tutors, parents and the IB Coordinator, are ex-pected to select their subject choices in Years 12 and 13 carefully according to their interests, previous school results and their further educational goals.

Although the focus of IB Diploma students must primarily be on academics, they are encouraged to pursue a range of opportunities available to them, such as the Duke of Edinburgh award as well as a wide range of extra-curricular activities offered at the school.

3 4

Futures counsellingWhile the teachers and administration at PBS work hard to encourage the academic and social well-being of students while they are at school, the school also goes to great lengths in ensuring that students pursue future studies and careers that fit their academic abilities and interests. PBS is continually developing its university/futures advising programme for IB students.

For this reason, the school holds information sessions for students about career paths and the characteristics of universities in different countries throughout the world. Students can meet with their IB Coordinator and/or counsellor to discuss options. There are workshops in which students become more familiar with the UCAS application system for British universities, and during which they receive focused assistance with their personal statements.

Each November, students seeking admission to Oxford, Cambridge or medical studies in the United Kingdom sit specialised examinations – PBS is registered as a testing centre for such purposes. External teachers also train students to take the American SAT exams if the students seek admission to universities requiring them.

Several times each academic year, there are university fairs held off-campus to enable students to find out more about universities in different regions of the world and meet with representatives of those institutions.

IB subjects offered at The Prague British School

Creativity Action Service PsychologyExtended Essay BiologyTheory of Knowledge ChemistryLanguage A: Literature Environmental Systems & SocietiesLanguage A: Language & Literature Nature of ScienceLanguage B PhysicsLanguage ab initio MathematicsBusiness Management Mathematical StudiesEconomics MusicGeography TheatreHistory Visual ArtsInformation Technology in a Global Society

The options blocks at the Prague British SchoolEnglish:English A (Language & Literature or Literature); English B

Foreign languages:Language A: Literature (non-English); French B; German B; Spanish B; French ab initio; Spanish ab initio

Individuals & Societies (Humanities): Business Management; Economics; Geography; History; Information Technology in a Global Society; Psychology

Sciences: Biology; Chemistry; Computer Science; Environmental Systems & Societies; Nature of Science; Physics

Mathematics: Mathematics; Mathematical Studies

Arts: Music; Theatre; Visual Arts

All students must choose a Language A and Language B or ab initio course, as well as a course from Individuals & Societies, Sciences and Mathematics. In accordance with IBO regulations, PBS students can choose either an Arts course or a second course from the Humanities or Sciences blocks, based on teacher availability and overall student preferences in that cohort. In most recent years, Psychology, Economics and Chemistry have been offered alongside the Arts courses.

ReportingStudent reports are issued to parents three times per year in Year 12 (December, Easter and June) and twice in Year 13 (December and Easter). Reflecting IBO principles, the IB’s 1-7 scale is used for subject courses, while A-E is used for Extended Essay and Theory of Knowledge (TOK) and PASS/FAIL for Creativity Action Service (CAS).

5

Special Educational Needs At IBThe Special Education Needs (SEN) Coordinator at PBS helps IB Diploma students in their external examinations in order to ensure that they can perform at their best. The SEN Coordinator works together with students in offering learning support.

Appropriate provisions for SEN students are negotiated with the IBO. For IB Diploma students, this normally means an additional 25% time allocation to complete exams. In all cases, the aim is to allow candidates with a range of specific learning difficulties to express their knowledge fully, without giving them an unfair advantage over other candidates. Detailed descriptions of the provisions are available, and the conditions to be met in order to qualify for them. Please see the SEN Coordinator or the IB Coordinator for details.

TimetablePBS operates a two-week timetable, with alternating Weeks A and B.

The timetable was constructed in order to enable all IB Diploma students to have 240 contact hours for Higher Level courses and 150 hours for Standard Level. This helps guarantee that students are able to complete all aspects of each subject’s syllabus.

GroupingWith the exception of Mathematics and some English courses, IB Diploma courses are taught in one group, with Higher and Standard Level students being taught together.

6

Creativity Activity Service (CAS)

Aims of the course:CAS enables students to enhance their personal and interpersonal development through experien-tial learning. At the same time, it provides an important counterbalance to the academic pressures of the rest of the Diploma Programme. A good CAS programme should be both challenging and enjoyable, a personal journey of self-discovery.

Assessment details:For students to successfully pass the CAS Programme they must complete various CAS experiences throughout the two years of the IB course. As part of the programme students should also undertake at least one collaborative project based experience.

CAS experiences should allow students to match the following learning outcomes:• 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

All proposed CAS experiences need to meet these four criteria and must be authorised by the CAS Coordinator. It is essential that they do not replicate other parts of the student’s Diploma Programme work.

Students should make sure that their activities are thoroughly and accurately documented as their final assessment is a presentation of their CAS Portfolio of Evidence.

7

Theory of Knowledge

Aims of the course:Activities and discussions assist students in discovering and expressing their views on knowledge issues. The course encourages students to share ideas with others and to listen to and learn from what others think. In this process students’ thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened.

Topics covered:The TOK course encourages critical thinking about knowl-edge itself, to try to help young people make sense of what they encounter. Its core content is questions like these: • What counts as knowledge? • How does it grow? • What are its limits? • Who owns knowledge? • What is the value of knowledge? • What are the implications of having, or not having,

knowledge?

Assessment details:There are two assessment tasks: the essay (1,200-1,600 words) and the individual/small group presentation, which are seen as complementary opportunities for students to show the extent to which they have achieved the TOK course objectives. Both assessment tasks have at their centre reflection on knowledge issues but this reflection is demonstrated differently in each.

The emphasis in the TOK presentation is on demonstrating an understanding of knowledge at work in the world. It is thus distinguished from the TOK essay, where students are required to show their TOK thinking skills in the discussion of a prescribed title that may be primarily conceptual in nature. Concrete examples play an important role in the essay in illustrating the main ideas or taking forward the argument but the presentation is in a sense an extensive TOK reflection on a single example, albeit one that is necessarily of a particular kind.

8

Language A: Literature

Aims of the course:Through the study of a wide range of literature, the language A: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. The literature course involves the study of a wide range of fiction, with some non-fiction, both classic texts and new or unconventional works in great detail. The course will also explore literary theory and the influence that culture has on literary works.

General prerequisites for entry into the course:• Higher Level: Grade of B or higher in IGCSE Literature and 1st Language

(i.e. at least a “B” in both courses) (these pre-requisites may vary somewhat for students taking languages that are offered by external teachers)

• Standard Level: Average of C in IGCSE Literature and 1st Language (these pre-requisites may vary somewhat for students taking languages that are offered by external teachers)

Topics covered:• Works in translation (all works are chosen from the titles

in the prescribed literature in translation (PLT) list)• Detailed study (all works are chosen from the prescribed

list of authors (PLA) for the language A being studied, each from a different genre)

• Literary genres (all works are chosen from the prescribed list of authors (PLA) for the language A being studied, all from the same genre)

• Options (works are freely chosen in any combination)

Assessment details:External assessmentPaper 1: Literary analysis/commentary (20%)Paper 2: Essay questions on literary genres (25%)Written assignment: 1,200-1,500 words plus 300-word reflective statement (25%)

Internal assessmentIndividual oral commentary (15%)Individual oral presentation (15%)

9

Language A: Language and Literature

Aims of the course:The IBDP Language A: Language and Literature course aims to develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts. Furthermore, it encourages students to think critically about the different interactions between text, audience and purpose.

Topics covered:• Language in cultural context (texts are chosen from a

variety of sources, genres and media)• Language and mass communication (texts are chosen

from a variety of sources, genres and media)• Literature - texts and contexts (students should be en-

couraged to consider how texts build upon and transform the inherited literary and cultural traditions. The com-pulsory study of translated texts encourages students to reflect on their own cultural assumptions through an examination of work produced in other languages and cultures)

• Literature - critical study (close reading is considered to be a core skill in the understanding and interpretation of literature. By looking closely at the detail of literary texts, students develop awareness of their rich complex-ities and the intricacies of their construction)

Assessment details:External assessmentPaper 1: Textual analysis (25%)Paper 2: Essay based on literary texts (25%)Written task: 800-1,000 words, plus 300-word rationale (20%)

Internal assessmentIndividual oral commentary (15%)Further oral activity (15%)

General prerequisites for entry into the course:• Higher Level: Grade of B or higher in IGCSE Literature

and 1st Language (i.e. at least a “B” in both courses) (these pre-requisites may vary somewhat for students taking languages that are offered by external teachers)

• Standard Level: Average of C in IGCSE Literature and 1st Language (these pre-requisites may vary somewhat for students taking languages that are offered by external teachers)

10

Language B (French, German)

Aims of the course:The Language B courses are intended to offer a challenging educational experience for the student, offering not only the opportunity to learn an additional language but also the means of learning, appreciating and effectively interacting in a culture different from the student’s own. Language B courses are neither for beginners nor for native-language speakers. Many factors determine the group 2 course that a student should take: the student’s best language, the language(s) spoken at home and at school, and any previous knowledge of the language of study.

General prerequisites for entry into the course:• French B, Spanish B and German B Higher Level: Grade

of A or A* in the corresponding language at IGCSE, with very strong speaking and writing skills

• French B, Spanish B and German B Standard Level: Grade of B in the corresponding language at IGCSE, with strong speaking skills

• English B Higher Level: Grade of B in IGCSE English as a Second Language, with very strong speaking skills

• English B Standard Level: Grade of D in IGCSE English as a Second Language

Topics covered:The core - with topics common to both levels - is divided into three areas and is a required area of study:• Communication and media• Global issues• Social relationships

In addition, at both SL and HL, teachers select two from the following five options:• Cultural diversity• Customs and traditions• Health• Leisure• Science and technology

Also, at HL, students read two works of literature.

Assessment details:External assessment Paper 1: Receptive skills (25%)Paper 2: Written productive skills (two compulsory writing exercises) (25%)Written assignment: Receptive and written productive skills (20%)

Internal assessmentIndividual oral (20%)Interactive oral activity (10%)

11

Language ab initio

Aims of the course:The language ab initio courses enable students to express immediate needs in a French or Spanish - speaking country, and to learn to react in everyday life situations at school and outside. Presently, the school offers French and Spanish ab initio, provided there is sufficient demand in the given year group.

Topics covered:• Gradual presentation of vocabulary, grammar and various everyday life situations using a large

variety of materials which help to provoke oral and written comprehension and expression• Vocabulary includes everyday life, meals, leisure time, the jobs, telling time, numbers, the city,

the school. Grammar topics include the present, past and future tenses, direct and indirect object pronouns, possessive articles, agreement of adjectives

• Civilization (communication) topics give a good insight of French or Spanish life, cooking, fashion, or holidays

Assessment details:External assessment Paper 1: Receptive skills (30%)Paper 2: Productive skills (two compulsory writing exercises) (25%)Written assignment: Receptive and productive skills (200-350 words written in the target language) (20%)

Internal assessmentIndividual oral (25%)

General prerequisites for entry into the course:• Ability to demonstrate genuine

interest in the language being studied at ab initio level

• Not having studied the language previously or during a very short period of time and/or to a low level.

12

Business Management

Aims of the course:IB Business Management provides an excellent grounding in both the internal working of a business and the external influences that act upon it. The course aims to foster an understanding of the internal functions of contemporary business organizations of all types, the dynamic external environment within which businesses operated, and the effects this can have upon decision-making within a business, major topical issues that can generate change for business organizations and the ways in which businesses respond to these issues and the range of stakeholder perspectives that can be taken on business activities.

Topics covered:• Business organization and

environment• Human resources• Accounts and finance• Marketing• Operations management

Assessment details:External assessment Paper 1: Pre-seen case study (35%)Paper 2: Quantitative, structured and conceptual questions (40%)

Internal assessmentWritten commentary (SL) or research project (HL) (25%)

General prerequisites for entry into the course:• Higher Level: Grade of B in IGCSE Business Studies or

strong performance in another Humanities course at IGCSE

• Standard Level: Grade of C in IGCSE Business Studies or similar attainment level in another Humanities course at IGCSE

13

Economics

Aims of the course:This course is designed to introduce basic economic concepts and theories and develop the skills of economic reasoning, analysis, and evaluation. The Economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.

Topics covered:• Microeconomics (including competitive markets: demand and supply,

elasticity, and government intervention, market failure, theory of the firm and market structures)

• Macroeconomics (for example, level of overall economic activity, aggregate demand and aggregate supply, macroeconomic objectives, fiscal policy, monetary policy and supply-side policies)

• International economics (international trade, exchange rates, the balance of payments, economic integration, and terms of trade)

• Development economics (includes economic development, measuring development, the role of domestic factors, the role of international trade, the role of foreign direct investment (FDI), the roles of foreign aid and multilateral development assistance, the role of international debt, and the balance between markets and intervention)

Assessment details:External assessment Paper 1: Extended response (HL: 30%; SL: 40%)Paper 2: Data response (HL: 30%; SL: 40%)Paper 3 (HL only): Syllabus content (HL: 20%)

Internal assessmentPortfolio of commentaries (20%)

General prerequisites for entry into the course:• Grades of C in both IGCSE English and IGCSE Mathematics

14

Geography

Aims of the course:In IB Geography, students develop an understanding of the interrelationships between people, places, spaces and the environment. They also develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustaina-ble management. Finally, students should also learn to appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change.

General prerequisites for entry into the course:• Higher Level: Grade of B in IGCSE Geography or strong

performance in another Humanities course at IGCSE• Standard Level: Grade of C in IGCSE Geography or

similar attainment level in another Humanities course at IGCSE

Topics covered:The core (required of all students):• Populations in transition• Disparities in wealth and

development• Patterns in environmental quality

and sustainability• Patterns in resource consumption

Optional themes (3 for Higher Level, 2 for Standard Level):• Freshwater - issues and conflicts• Oceans and their coastal margins• Extreme environments• Hazards and disasters - risk

assessment and response• Leisure, sport and tourism• The geography of food and health• Urban environments

Higher Level extension• Global interactions

Fieldwork

Assessment details:External assessment Paper 1: Core theme (HL: 25%; SL: 40%)Paper 2: Optional themes (HL: 35%; SL: 35%)Paper 3 (HL only): Syllabus material (20%)

Internal assessmentWritten report based on fieldwork (max. 2,500 words) (HL: 20%; SL: 25%)

15

History

Aims of the course:Students should develop an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations. The course should also encourage an understanding of the present through critical reflection upon the past as well as of the impact of historical developments at national, regional and international levels. Finally, IB History should help develop in students an awareness of their own historical identity through the study of the historical experiences of different cultures.

Topics covered:Prescribed topic for Paper 1:• Rights and Protest:

• The Civil Rights Movement in the USA (1954-1965)• Apartheid in South Africa (1948-1964)

World History topics for Paper 2:• Authoritarian States

• Mussolini in Italy (1919-1943)• Hitler in Germany (1933-1945) or Stalin in Russia• Mao Zedong in China (1949-1976)

• Evolution and Development of Democratic States• The Weimar Republic (1918-1933)• The First Czechoslovak Republic (1918-1938)• South Africa (1991-2000)

History of Europe for Paper 3 (HL only):• Imperial Russia, revolution and the establishment of the Soviet Union

(1855–1924)• European states in the inter-war years (1918–1939) or Versailles to

Berlin: Diplomacy in Europe (1919–1945)• The Soviet Union and post-Soviet Russia (1924–2000) or Post-war

central and Eastern Europe (1945–2000)

Assessment details:External assessment Paper 1: Source analysis on Rights and Protest (HL: 20%; SL: 30%)Paper 2: Two essays on World History Topics (HL: 25%; SL: 45%)Paper 3 (HL only): Three essays on the History of Europe (35%)

Internal assessmentPersonal research on a topic chosen by the candidate (max. 2,200 words) (HL: 20%; SL: 25%)

General prerequisites for entry into the course:• Higher Level: Grade of B in IGCSE

History or strong performance in another Humanities course at IGCSE

• Standard Level: Grade of C in IGCSE History or similar attainment level in another Humanities course at IGCSE

16

Information Technology in a Global Society

Aims of the course:Information technology in a global society (ITGS) course is the study and evaluation of the impacts of information tech-nology (IT) on individuals and society. It explores the advan-tages and disadvantages of the access and use of digitized information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts

General prerequisites for entry into the course:Grade of C in IGCSE ICT, if taken at that level, or interest in the subject

Topics covered:• Social and ethical significance (issues such as Reliability and integrity, Security, Privacy and

anonymity, Intellectual property, Authenticity, The digital divide and equality of access, Surveillance, Globalization and cultural diversity, Policies, Standards and protocols, People and machines, Digital citizenship)

• Application to specified scenarios ( Business and employment, Education and training, Environment, Health, Home and leisure, Politics and government)

• IT systems ( SL students study 9 topics: Hardware, Software, Networks, Internet, Personal and public communications, Multimedia/digital media, Databases, Spreadsheets, modelling and simulations, Introduction to project management) (HL extension: IT systems in organizations, Robotics, artificial intelligence and expert systems, Information systems specific to the annually issued case study)

Assessment details:External assessment Paper 1: Structured questions (HL: 35%; SL: 40%)Paper 2: Response to unseen article (HL: 20%; SL: 30%)Paper 3 (HL only): Questions based on pre-seen case study (25%)

Internal assessmentProject: development of an original IT product for a specified client. (HL: 20%; SL: 30%)

17

Psychology

Aims of the course:IB Psychology examines the interaction of biological, cognitive and socio- cultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns that are raised by the methodology and application of psychological research are key considerations in IB Psychology.

Topics covered:The core (required of all students):• The biological level of analysis• The cognitive level of analysis• The socio-cultural level of analysis

Options (one should be selected for Standard Level, two for Higher Level)• Abnormal psychology• Psychology of human relationships• Developmental

Qualitative research methodology (Higher Level only)

Simple experimental study (all students)

Assessment details:External assessment Paper 1: Questions on Part 1 (HL: 35%; SL: 50%)Paper 2: Essay questions on Part 2 (HL: 25%; SL: 25%)Paper 3 (HL only): Questions based on unseen text (20%)

Internal assessmentSimple experimental study (HL: 20%; SL: 25%)

General prerequisites for entry into the course:Fluency in English is needed as the course requires much background reading and writing. No prior study of psychology is expected.

18

Biology

Aims of the course:In the IBDP Biology course, students will attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many areas of research in biology are extremely challenging and many discoveries remain to be made. Stu-dents are also to be made aware that progress is sorely needed at a time when the growing human population is placing ever greater pressure on food supplies and on the habitats of other species, and is threatening the very planet we occupy.

Topics covered:The core (required of all students):• Cell biology• Molecular biology• Genetics• Ecology• Evolution and biodiversity• Human physiology

Additional Higher Level:• Nucleic acids • Metabolism, cell respiration and

photosynthesis • Plant biology • Genetics and evolution • Animal physiology

Options:• Neurobiology and behaviour • Biotechnology and bioinformatics • Ecology and conservation • Human physiology

Assessment details:External assessment Paper 1: Multiple choice (20%)Paper 2: Data-based questions (HL: 36%; SL: 40%)Paper 3: Experimental skills and options (HL: 24%: SL: 20%)

Internal assessmentIndividual investigation (20%)

General prerequisites for entry into the course:• Higher Level: Grade of AA in IGCSE

Coordinated Science or Grade of B in IGCSE Biology

• Standard Level: Grade of BB in IGCSE Coordinated Science or Grade of C in IGCSE Biology

19

Chemistry

Aims of the course:The IBDP Chemistry course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of science. It also allows students to develop interpersonal skills, and digital technology skills, which are essential in twenty-first century scientific endeavour and are important life-enhancing, transferable skills in their own right.

Topics covered:The core (required of all students):• Stoichiometric relationships • Atomic structure • Periodicity • Chemical bonding and structure • Energetics/thermochemistry • Chemical kinetics • Equilibrium • Acids and bases • Redox processes • Organic chemistry • Measurement and data process-

ing

Additional Higher Level:• 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

Options:• Materials • Biochemistry • Energy • Medicinal chemistry

Assessment details:External assessment Paper 1: Multiple choice (20%)Paper 2: Short-answer and extended-response questions (HL: 36%; SL: 40%)Paper 3: Experimental skills and options (HL: 24%: SL: 20%)

Internal assessmentIndividual investigation (20%)

General prerequisites for entry into the course:• Higher Level: Grade of AA in IGCSE Coordinated Science

or Grade of B in IGCSE Chemistry• Standard Level: Grade of BB in IGCSE Coordinated

Science or Grade of C in IGCSE Chemistry

20

Computer Science

Aims of the course:In studying this course, students will know and understand relevant facts, terminology and concepts, appropriate methods and techniques, and methods of presenting information in computer science. Also, they will be able to construct, analyse, evaluate and formulate the following: success criteria, solution specifications including task outlines, designs and test plans, as well as employ appropriate techniques within a specified solution. Finally, students’ personal skills will be developed in terms of demonstrating cooperation and perseverance as well as appropriate technical skills for effective problem-solving in developing a specified product.

Topics covered:The core (required of all students):• System fundamentals• Computer organization• Networks• Computational thinking, problem-solving and programming

Additional Higher Level:• Abstract data structures• Resource management• Control

Options:• Databases • Modelling and simulation • Web science • Object-oriented programming (OOP)

Assessment details:External assessment Paper 1: Compulsory short-answer and structured questions (HL: 40%; SL: 45%)Paper 2: Options (HL: 20%; SL 25%)Paper 3 (HL only): Structured questions based on a pre-seen case study (20%)

Internal assessmentSolution: Practical application of skills through the development of a product and associated documentation (HL: 20%; SL: 30%)

General prerequisites for entry into the course:Higher Level: Grade of B in IGCSE Mathematics and a grade of B in either IGCSE Physics or IGCSE Computer ScienceStandard Level: Grade of C in IGCSE Mathematics and a grade of C in either IGCSE Physics or IGCSE Computer Science

21 22

Environmental Systems & Societies

Aims of the course:As a result of studying this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world. The course requires a systems approach to environmental understanding and problem solving, and promotes holistic thinking about environmental issues. Students should be encouraged to develop solutions from a personal to a community and to a global scale. Through the exploration of cause and effect, the course investigates how values interact with choices and actions, resulting in a range of environmental impacts. Students develop an understanding that the connections between environmental systems and societies are diverse, varied and dynamic.

Topics covered:• Foundations of environmental systems and societies• Ecosystems and ecology• Biodiversity and conservation• Water and aquatic food production systems and societies• Soil systems and terrestrial food production systems and societies• Atmospheric systems and societies• Climate change and energy production• Human systems and resource use• Practical activities and individual investigations

Assessment details:External assessment• Paper 1: Case study (25%)• Paper 2: Short-answer and structured essays (50%)

Internal assessment• Individual investigation (25%)

General prerequisites for entry into the course:• A minimum of 5 IGCSE grades of A-C including IGCSE

Biology: C or IGCSE Coordinated Science: CC

Nature of Science

Aims of the course:PBS was selected as one of only 23 schools worldwide to teach a new pilot course, The Nature of Science, starting in September, 2015. PBS students now have the opportunity to acquire broad knowledge and skills in the various areas of science – biology, chemistry and physics – through various theoretical assignments and practical experiments. The course is aimed at students who do not intend to pursue science in their future academic and career fields.In this new course, students will learn to apply facts, concepts, and terminology as well as methodologies and techniques, in addition to methods of communicating scientific information. They will also become proficient in formulating, analysing and evaluating hypotheses, research questions and predictions, using primary and secondary data as well as scientific explanations. Students will also be given the opportunity to demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

Topics covered:• Energy and particles• The universe• Energy and physical resources • Transport • Communications • Food Security • Medicine• Nature of our planet • Evolution• Man’s impact on the environment/

planet• Practical work, spread throughout

the courseAssessment details:External assessmentPaper 1: Short and longer answers based on contextual examples (40%)Paper 2: Questions based on contextual examples and other scientific material (30%)

Internal assessmentIndividual investigation (30%)

General prerequisites for entry into the course:• A minimum of 5 IGCSE grades of A-C including

a minimum of 2 Grade C’s in Science subjects• Fluency in English is beneficial as the course requires

much background reading and writing.

23

Physics

Aims of the course:The IB Physics aims to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Students should be able to demonstrate knowledge and understanding of facts, concepts and terminology in the subject and apply these, as well as methodologies, techniques and methods of communicating scientific information in Physics. Furthermore, the course aims to help students formulate, analyse and evaluate hypotheses, research questions and predictions, and come up with scientific explanations in the subject.

Assessment details:External assessment Paper 1: Multiple choice (20%)Paper 2: Short-answer and extended response (HL: 36%; SL: 40%)Paper 3: Data-based and options-based questions (HL: 24%: SL: 20%)

Internal assessmentIndividual investigation (20%)

Topics covered:The core (required of all students):• Measurements and uncertainties• Mechanics• Thermal physics• Waves• Electricity and magnetism• Circular motion and gravitation• Atomic, nuclear and particle

physics• Energy production

Additional higher level:• Wave phenomena• Fields• Electromagnetic induction• Quantum and nuclear physics

Options (for Higher Level and Standard Level (reduced allotment):• Relativity• Engineering physics• Imaging• Astrophysics

General prerequisites for entry into the course:• Higher Level: Grade of AA in IGCSE Coordinated Science

or Grade of B in IGCSE Physics and IGCSE Maths. Stu-dents should also be studying IB Mathematics Higher Level or Standard Level

• Standard Level: Grade of BB in IGCSE Coordinated Science or Grade of C in IGCSE Physics and IGCSE Maths

24

Aims of the course:Mathematics in the IBDP focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. Students apply their mathematical knowledge to solving problems set in a variety of meaningful contexts. Development of each topic includes justification and proof of results. Students can expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They should also be encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The course is offered at Higher and Standard Level in two distinct classes. Proven aptitude and future plans play a big role in which level students may join. While the majority of Standard Level students may expect to prepare for future studies in subjects such as chemistry, economics, psychology and business administration, Higher Level students may seek to study mathematics at university or courses such as physics, engineering and technology.

Mathematics

Topics covered:• Algebra• Functions and equations• Circular functions and trigonometry• Vectors• Statistics and probability• Calculus• Mathematical exploration• One Higher Level option: Statistics and probability, sets,

relations and groups, calculus or discrete mathematics

General prerequisites for entry into the course:• Higher Level: Grade of A or A* in IGCSE Mathematics• Standard Level: Grade of B in IGCSE Mathematics

Topics covered:External assessment Paper 1: Non-calculator (HL: 30%; SL: 40%)Paper 2: Graphic display calculator (HL: 30%; SL: 40%)Paper 3 (HL only): Syllabus options w/calculator (20%)

Internal assessmentMathematical exploration (20%)

25

Aims of the course:This course is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The students most likely to select this course are those whose main interests lie outside the field of mathematics, and for many students this course will be their final experience of learning formal mathematics. All parts of the syllabus have therefore been carefully selected to ensure that an approach starting from first principles can be used. As a consequence, students can use their own inherent, logical thinking skills and do not need to rely on standard algorithms and remembered formulae.

Mathematical Studies

Topics covered:• Number and algebra• Descriptive statistics• Logic, sets and probability• Statistical applications• Geometry and trigonometry• Mathematical models• Introduction to differential calculus• Project

Assessment details:External assessment Paper 1: Short response (40%)Paper 2: Extended response (40%)

Internal assessmentProject (20%)

General prerequisites for entry into the course:• Grade of C in IGCSE Mathematics (core or extended)

26

MusicAims of the course:Students following the IB Music course should be able to demonstrate knowledge, understanding and perception of music in relation to time, place and cultures. They will also use appropriate musical terminology to describe and reflect their critical understanding of music. Students will also be expected to demonstrate comparative analysis of music in relation to time, place and cultures and hone their creative skills through exploration, control and development of musical elements. Emphasis is also given to critical-thinking skills through reflective thought.

Topics covered:Musical perception (required of all students):• Study, analysis and examination, comparing and contrasting of musical

cultures• Study of two prescribed works• Investigating musical links• Creating (required for Higher Level and one of three options for Standard

Level)Solo performing (required for Higher Level and one of three options for Standard Level)Group performing (one of three options for Standard Level)

Assessment details:External assessment Listening Paper (30%)Musical links investigation (20%)

Internal assessmentCreating and performing (HL: 50%); Creating or performing (SL: 50%)

General prerequisites for entry into the course:• Higher Level: Grade of A in IGCSE Music as well as performing level Grade 6

(ABRSM equivalent) and evidence of previous compositions • Standard Level: Grade of B in IGCSE Music and Performing level Grade 4

(ABRSM equivalent) or evidence of previous composition work.

27

Aims of the course:Students taking this course are to explore theatre in a variety of contexts and understand how these contexts inform practice (theatre in context). Also, they should understand and engage in the processes of transforming ideas into action (theatre processes). During the course, they are also given opportunities to develop and apply theatre production, presentation and performance skills, working both independently and collaboratively (presenting theatre). Finally, Higher Level students will understand and appreciate the relationship between theory and practice (theatre in context, theatre processes, presenting theatre).

Theatre

Topics covered:The core (required of all students):• Theatre in context• Theatre processes• Presenting theatre

Activities linked to the core areas:• Working with play texts (all students)• Examining world theatre traditions (all students)• Collaboratively creating original theatre (all students)• Creating theatre based on theatre theory (Higher Level only)

Assessment details:External assessment Solo theatre piece (HL only): (35%)Director’s notebook (HL: 20%; SL: 35%)Research presentation (HL: 20%; SL: 30%)

Internal assessmentCollaborative project (HL: 25%; SL: 35%)

General prerequisites for entry into the course:• General prerequisites for entry into the course:• Higher Level: Grade of B in IGCSE Drama• Standard Level: Grade of C in IGCSE Drama • Students who have not taken the course at IGCSE will still be able to take

IB Theatre but should have the equivalent of the required grades in another creative arts subject or a proven record of success in a theatre skill.

28

Aims of the course:Besides enabling students to enjoy lifetime engagement with art, express their artistic ideas with confidence and developing their perceptual and analytical skills, this course aims to encourage students to make artwork that is influenced by personal and cultural contexts. Also, it is expected that students become informed and critical observers and makers of visual culture and media. Students are also given opportunities to develop skills, techniques and processes in order to communicate concepts and ideas.

Visual Arts

Topics covered:• Visual arts in context• Visual arts methods• Communicating visual arts

Activities linked to the core areas:• Theoretical practice• Art-making practice• Curatorial practice• The visual arts journal

Assessment details:External assessment Comparative study (20%)Process portfolio (40%)

Internal assessmentExhibition (40%)

General prerequisites for entry into the course:• Grade of B or higher in IGCSE Art or proven ability to work hard and be creative

in art

29