ib diploma information & assessment...
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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
Tutors: Arabic, Italian, Russian
GROUP 2
Language Acquisition
Chinese (Mandarin)
English
French
German
Japanese
Korean
Spanish
Tutors: Arabic, Italian, Russian
Chinese (Mandarin)
English
French (also ab initio)
German
Japanese
Korean
Spanish (also ab initio)
Tutors: Arabic, Italian, Russian
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:
External Assessment (3 hours)
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
This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course
Individual Oral Commentary (10 minutes)
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
HL Assessment Components Weighting:
External Assessment (4 hours)
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]
Paper 2: Essay (2 hours)
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
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)
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
SL Assessment Components Weighting:
External Assessment (3 hours)
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]
Paper 2: Essay (2 hours)
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
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)
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.)
HL Assessment Components Weighting:
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
This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course
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
SL Assessment Components Weighting:
External Assessment – 70%
Paper 1: Receptive Skills (1 hour 30 minutes)
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
Written Assignment: Receptive and Written Productive Skills
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
This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course
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
SL Assessment Components Weighting:
External Assessment – 70%
Paper 1: Receptive Skills (1 hour 30 minutes)
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]
Written Assignment: Receptive and Written Productive Skills
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
This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course
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
HL Assessment Components Weighting:
External Assessment (4 hours)
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
Students answer one question from a choice of two. [25 marks]
Paper 2 (1 hour and 30 minutes)
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
This component is internally assessed by the teacher and externally
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
SL Assessment Components Weighting:
External Assessment (3 hours)
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
Students answer one question from a choice of two. [25 marks]
Paper 2 (1 hour and 30 minutes)
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
This component is internally assessed by the teacher and externally
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%
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
HL Assessment Components Weighting:
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
This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course.
Fieldwork study (20 hours)
Written report [25 marks]
20%
21
SL Assessment Components Weighting:
External Assessment (2 hours 45 minutes)
Paper 1 (1 hour 30 minutes)
Geographic themes – two options [40 marks]
Paper 2 (1 hour 15 minutes)
Geographic perspectives – global change [50 marks]
75%
35%
40%
Internal Assessment
This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course.
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
HL Assessment Components Weighting:
External Assessment (5 hours)
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]
Paper 2 (1 hour 30 minutes)
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
This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course.
Historical investigation
Students are required to complete a historical investigation into a
topic of their choice. [25marks]
20%
SL Assessment Components Weighting:
External Assessment (2 hours 30 minutes)
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]
Paper 2 (1 hour 30 minutes)
Essay paper based on the 12 world history topics. Answer two essay
questions on two different topics. [30 marks]
75%
30%
45%
Internal Assessment
This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course.
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
HL Assessment Components Weighting:
External Assessment (5 hours)
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
This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course.
Experimental Study
A report on an experimental study undertaken by the student. [22
marks]
20%
SL Assessment Components Weighting:
External Assessment (3 hours)
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
This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course.
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
SL Assessment Components Weighting:
External Assessment (3 hours)
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
This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course.
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
PRACTICAL SCHEME OF WORK:
Practical activities
Individual investigation (internal assessment–IA)
Group 4 Project
HL Assessment Components Weighting:
External Assessment (4 hours 30 minutes)
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
SL Assessment Components Weighting:
External Assessment (3 hours)
Paper 1: (45 minutes)
30 multiple-choice questions on core material. [30 marks]
Paper 2: (1 hour 15 minutes)
Data-based question. Short-answer and extended-response
questions. One out of two extended response questions to be
attempted by candidates. [50 marks]
Paper 3: (1 hour)
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. [35 marks]
80%
20%
40%
20%
Internal Assessment
Individual Investigation – 6-12 page write up of a practical
investigation into an aspect of science.
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
ADDITIONAL HL OPTIONS:
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
PRACTICAL SCHEME OF WORK:
Practical activities
Individual investigation (internal assessment–IA)
Group 4 Project
31
HL Assessment Components Weighting:
External Assessment (4 hours 30 minutes)
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%
SL Assessment Components Weighting:
External Assessment (3 hours)
Paper 1: (45 minutes)
30 multiple-choice questions on core material. [30 marks]
Paper 2: (1 hour 15 minutes)
Data-based question. Short-answer and extended-response
questions. One out of two extended response questions to be
attempted by candidates. [50 marks]
Paper 3: (1 hour)
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. [35 marks]
80%
20%
40%
20%
Internal Assessment
Individual Investigation – 6-12 page write up of a practical
investigation into an aspect of science.
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
ADDITIONAL HL OPTIONS:
Wave phenomena
Fields
Electromagnetic induction
Quantum and nuclear physics
OPTION:
A - Relativity
B - Engineering physics
C - Imaging
D - Astrophysics
PRACTICAL SCHEME OF WORK:
Practical activities
Individual investigation (internal assessment–IA)
Group 4 Project
HL Assessment Components Weighting:
External Assessment (4 hours 30 minutes)
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%
33
SL Assessment Components Weighting:
External Assessment (3 hours)
Paper 1: (45 minutes)
30 multiple-choice questions on core material. [30 marks]
Paper 2: (1 hour 15 minutes)
Data-based question. Short-answer and extended-response
questions. One out of two extended response questions to be
attempted by candidates. [50 marks]
Paper 3: (1 hour)
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. [35 marks]
80%
20%
40%
20%
Internal Assessment
Individual Investigation – 6-12 page write up of a practical
investigation into an aspect of science.
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
HL Assessment Components Weighting:
External Assessment (5 hours)
Paper 1: (2 hours 30 minutes)
Compulsory short-to-medium response questions based on the whole
syllabus. Graphic display calculator required
Paper 2: (2 hours 30 minutes)
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:
Statistics & Probability
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.
HL Assessment Components Weighting:
External Assessment (5 hours)
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
Section B – compulsory extended-response questions based on the
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:
Statistics & Probability
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.
SL Assessment Components Weighting:
External Assessment (3 hours)
Paper 1: (1 hour 30 minutes)
Section A – compulsory short-response questions based on the whole
syllabus
Section B – compulsory extended-response questions based on the
whole syllabus. [90 marks]
Paper 2: (1 hour 30 minutes)
Section A – compulsory short-response questions based on the whole
syllabus
Section B – compulsory extended-response questions based on the
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
SL Assessment Components Weighting:
External Assessment (3 hours)
Paper 1: (1 hour 30 minutes)
15 compulsory short-response questions based on the whole syllabus
[90 marks]
Paper 2: (1 hour 30 minutes)
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
HL Assessment Components Weighting:
External Assessment (2 hours 30 minutes)
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
SL Assessment Components Weighting:
External Assessment (2 hours)
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
HL Assessment Components Weighting:
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
SL Assessment Components Weighting:
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.