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INTERNATIONAL BACCALAUREATE MISSION STATEMENT
The International Baccalaureate 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 organization 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.
LA GARENNE INTERNATIONAL SCHOOL MISSION STATEMENT
The Mission of La Garenne International School is to educate children from around the world, in a warm
family atmosphere in which we promote traditional Swiss values of openness, responsibility, organisation,
honesty, politeness and respect.
The school strives to nurture the talents of each child, meeting their individual needs and aspirations and
preparing them to be responsible global citizens.
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Table of Contents
International Baccalaureate Mission Statement 1
La Garenne International School Mission Statement 1
Welcome To The Diploma Programme At La Garenne 3
The La Garenne Curriculum Continuum 4
The Diploma Programme 5
Learning How To Learn: Approaches To Teaching And Learning (Atls) 7
Where Will The Ib Diploma Take Me? 8
What Is The Diploma Programme Core? 8
Subject Outlines And Assessment Requirements 25
English Language & Literature 25
French Language & Literature 27
School Supported Self-taught Languages 29
French B 32
English B 34
Global Politics 36
Business Management 38
Biology 40
Physics 43
Chemistry 46
Mathematics Applications & Interpretation 49
Mathematics Analysis & Approaches 50
Visual Arts 53
Core Theory Of Knowledge 56
Core Extended Essay 57
Core Creativity, Activity, Service (Cas) 58
The contents of this guide are to be read in conjunction with the following school policies:
● LGIS Assessment Policy
● LGIS Academic Honesty Policy
● LGIS Language Policy
● LGIS Learning Support Policy
● LGIS Admissions Policy
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WELCOME TO THE DIPLOMA PROGRAMME AT LA GARENNE
Welcome to the International Baccalaureate Diploma Programme at La Garenne International School! The
Diploma Programme is a well respected and truly global pre-university programme for students aged 16 - 18.
The Diploma Programme is rigorous and challenging, however it also places key emphasis on the
development of personal skills central to success in study and future life.
I have been lucky enough to have been involved with the International Baccalaureate over a number of years
and I have seen first-hand its power to produce internationally minded and curious young people who are
socially able, academically driven, and able to adapt very well to university life.
As you will see, the IB programmes of study are a perfect fit for La Garenne. Our beliefs in nurturing the
talents of each learner to ensure that, through close support and personalised provision, they can graduate
to become open-minded and principled global citizens, align perfectly with the aims and mission of the
International Baccalaureate organisation. Furthermore, given the diverse international population of our
student body, the IB programmes match with our belief in celebrating our differences and encouraging
international-mindedness, respect and understanding.
While the IB Diploma programme is rigorous in terms of the academic challenge it can provide, it also
encourages our students to be challenged in their personal development. Through the unique ‘core’
components of the Diploma such as Creativity, Activity and Service, the Extended Essay and Theory of
Knowledge, students are encouraged to step outside their comfort zone both physically and intellectually.
Learners at La Garenne are closely guided and supported regarding applications for university and the
Diploma Programme is very highly regarded by universities worldwide. I have a wealth of experience in
sending students to universities across the globe and I am always on hand to discuss questions that students
or parents may have.
If you do have any further questions about any aspect of the Diploma Programme please do not hesitate to
get in contact and find out how La Garenne can support your child in achieving their full potential.
Adam Jozef
Head of Secondary School and DP Coordinator
ajozef@la-garenne.ch
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THE LA GARENNE CURRICULUM CONTINUUMLa Garenne has a vibrant international curriculum that best addresses the variety of needs and interests of
our students. Our curriculum model is carefully composed to ensure the progression of our students
throughout each of the age ranges and programmes. We offer the International Primary Years Curriculum,
the IB Middle Years Curriculum, and the IB Diploma Programme.
The International PrimaryYears Curriculum
The IB MIddle YearsProgramme
The IB Diploma Programme
Ages 5-11 Ages 11-16 Ages 16-18
International Mindedness
IPC Mission Statement IB Mission Statement
Inquiry based learning
IPC personal goals:Cooperation, Communication,
Thoughtfulness, Respect, Resilience &Morality
IB Approaches to Learning:
Communication skills, Social skills, Self-management skills, Research skills,Thinking skills
Themed units of learning
Learning goals Subject aims and objectives
Reflection
Formative & Summative Assessment
Exit Point Personal Project The Extended Essay
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THE DIPLOMA PROGRAMME
Figure 1: The DP Curriculum Model
In keeping with our school philosophy, the DP curriculum puts the learner at the heart of their own learning
and encourages them to make practical connections between all parts of their studies as well as making links
to the world around them. This is facilitated through the following features of the programme.
5
THE IB LEARNER PROFILEAs stated in the IB’s mission statement, the aim of all IB programmes is to develop internationally minded
people who help to create a better and more peaceful world. Within the Diploma Programme, this is
considered through the IB Learner Profile. At La Garenne, we aim to provide an educational environment
where our students with their wide range of backgrounds and abilities all aspire to develop the following
characteristics:
InquirersThey 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.
KnowledgeableThey 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.
ThinkersThey exercise initiative in applying thinking skills critically and creatively to recognize and approach complex
problems, and make reasoned, ethical decisions.
CommunicatorsThey 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.
PrincipledThey 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-mindedThey 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.
CaringThey 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.
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Risk-takersThey approach unfamiliar situations and uncertainty with courage and forethought, and have the
independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending
their beliefs.
BalancedThey understand the importance of intellectual, physical and emotional balance to achieve personal
well-being for themselves and others.
ReflectiveThey 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.
LEARNING HOW TO LEARN: APPROACHES TO TEACHING AND LEARNING (ATLs)In addition to the Learner Profile, DP lessons and planning incorporates the IB Approaches to Teaching and
Learning which are a guiding framework that ensure that students do not only acquire knowledge but,
perhaps more importantly, acquire the skills needed to be effective learners who are able to self-regulate
their learning. The ATLs are composed of the following skills areas which all teachers must plan to develop in
each unit of work:
● Thinking Skills
● Communication Skills
● Social Skills
● Self-Management Skills
● Research Skills
These are the skill areas shown to be most in demand by employers and through being explicit in our
encouragement of these skills, the students also become more effective learners. This means that through
planning learning activities which encourage the acquisition of these skills, the students can improve their
ability to learn and reinforce knowledge by conscientiously making an effort to be mindful of how they are
learning.
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WHERE WILL THE IB DIPLOMA TAKE ME?The IB Diploma is intended as a pre-university qualification. This means that its academic standards are set to
meet the requirements of study at degree level – and in some countries, the IB Diploma exceeds those
standards! You should expect to be challenged – especially at Higher Level – and you should be ready to work
hard. The maximum grade for each subject is 7 and to be awarded the Diploma you need to study 6 subjects,
3 at Higher Level and 3 at Standard Level, as well as the Core requirements.
You can also study at university with IB Course Certificates alone (without taking the Core) but this will limit
your options. IB Course Certificates are awarded for each subject completed when a student does not meet
the full requirements of the IB Diploma – perhaps they did not meet the minimum requirements for points in
subjects, or they did not complete a core element. Many universities around the world regard IB Course
Certificates as a valuable qualification in their own right. In the UK for example IB Course Certificates are
awarded points on the UCAS tariff scale http://www. ucas.com/students/ucas_tariff/tarifftables/ and this
means they can be used to apply to any university course that will accept tariff qualifications. The range of
choice will be somewhat more limited without an IB Diploma, but some very strong options are open to a
Course Certificate student. You will receive help and guidance with finding, and applying to a suitable
university level
WHAT IS THE DIPLOMA PROGRAMME CORE?
CREATIVITY, ACTIVITY, SERVICE (CAS)
The CAS Programme is a key component of the Diploma Programme without which students cannot be
awarded the full Diploma. Over the course of their DP studies students are required to engage in service
activities for the benefit of others. These activities can take the form of individual activities and projects
which take each component (creativity, activity and service) separately, but the best types of activities
combine all of the components to create meaningful activities which challenge the student and allow for
personal growth. For further information please see:
https://ibo.org/programmes/diploma-programme/curriculum/creativity-activity-and-service/
THE EXTENDED ESSAY
The Extended Essay is also a compulsory component of study for students wishing to obtain the full Diploma.
The students are required to devise a research focus and question, engage in research on this topic and write
up their findings in the form of a 4000 word thesis. This process will take place over the duration of the two
years of study and will be supported by a Supervisor, who will normally be a member of staff at the school, to
guide them through the process. The Extended Essay is graded on a scale of A - E. If a student is awarded a
grade E this is a failing condition. The grade awarded for the EE is combined with the grade for ToK and, in
combination, these are worth a total of 3 points. For more information please see:
https://ibo.org/programmes/diploma-programme/curriculum/extended-essay/
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THEORY OF KNOWLEDGE (TOK)
The ToK course is also a compulsory component of the Diploma and consists of 3 taught lessons per week
which have to cover a minimum of 100 hours over the two years of study. ToK is a unique subject which
encourages the students to make links between differing areas of knowledge and explore ways of knowing.
This subject aims to help students understand better how knowledge is acquired. As with the EE, if a student
is awarded a grade E this is a failing condition. The grade awarded for ToK is combined with the grade for the
EE and, in combination, these are worth a total of 3 points. For more information follow this link:
https://ibo.org/programmes/diploma-programme/curriculum/theory-of-knowledge/
DIPLOMA POINTS MATRIX
The grades that students obtain for both Theory of Knowledge and the Extended Essay are combined and a
final points total is calculated using the matrix below:
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WHAT SUBJECTS ARE ON OFFER?
To be awarded the full Diploma students must select one subject from each of the 6 areas showing in the
model above in addition to the Core components:
1. Studies in Language and Literature are Languages aimed at native or fluent users of the language
2. Language Acquisition subjects are for students who are new to a language or are not confident users
3. Individuals and Societies is the term used by the IB for the types of subjects that would normally be
called Humanities or Social Sciences
4. Sciences include the separate subjects of Physics, Chemistry and Biology
5. Mathematics subjects include either ‘Applications & Interpretations’ or ‘Analysis and Approaches’
6. The Arts include the subject of Visual Arts, however students may also opt for an alternative ‘elective
subject’ in this category (see option blocks for further information).
Below are the subject options that you can choose at the school. More information about each of these
subjects can be found at the end of this document. It is important to note that while we will always try our
hardest to ensure that every student can get their chosen combination of subjects, this can sometimes not be
possible owing to timetable clashes.
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OPTION BLOCKSStudents must select ONE subject from EACH of the columns shown below. Three of these must be chosen at SL and three at HL. If you would like to
take a subject which is not listed, please write this clearly in Group 6 in the ‘Additional Request’ section (you should speak to Adam about this
afterwards!)
Name…………………………………… Possible university course / career ideas
………………………………………………
Subjects Levels Available(please circle one)
GROUP 1English Language & Literature
French Language & Literature
School Supported Self-taught LanguagesPlease write your chosen language of study here…………………………………………...
SL
SL
SL
HL
HL
(not available HL)
GROUP 2French B
English B
SL
SL
HL
HL
GROUP 3Global Politics
Business and Management
History
SL
SL
SL
HL
HL
HL
GROUP 4Biology
Physics
SL
SL
HL
HL
GROUP 5Mathematics Applications & Interpretations
Mathematics Analysis & Approaches
SL
SL
HL
HL
GROUP 6Visual Arts
Chemistry
Psychology
Additional request subject…………………...
SL
SL
SL
HL
HL
HL
CORE
Theory of Knowledge
Extended Essay
Creativity, Activity, Service
Compulsory for fullDiploma students
IMPORTANT NOTE:
Before making your important subject choices, by signing this form you agree that you have read and understood all of the information in the Diploma
Programme Handbook and you are aware of the requirements for admission to any university course that you are interested in. While these options
are provisional until you receive your MYP5 exam results (or equivalent), please note that if there is insufficient demand for a course it may not run.
I have read through the information and consulted with my parent or guardian:
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Signed (student) …………………………………………………………... Date
………………………………...
WHAT SHOULD I STUDY FOR DIFFERENT UNIVERSITY ROUTES?
You should study what interests you, and what you enjoy. After all, your study now could affect the path you
take in your later career, so it is good to work out what you like best now. The IB model allows for a lot of
breadth (six subjects) when compared to other systems. At the same time, however, it allows for specialism
of study through the selection of Higher Level subjects. Below are some examples of combinations of
subjects that could lead to specific study routes at university.
Important note: The suggested combinations are not a guarantee that every university will accept this
combination as requirements can vary depending on the university. It is important to consult the websites of
examples of universities and their requirements before making your selections.
ExampleUniversity
course
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6
PhysicalSciences orEngineering
EnglishLanguage &Literature
French B Business &Management
Physics HL Maths Analysis& Approaches
HL
Chemistry HL
Business /Economics
SSST Language English BHL
Business &Management
HL
Any MathsApplications &Interpretations
HL
Visual Arts
Fine Art /Design/
Literature
EnglishLanguage &
Literature HL
French BHL
Global Politics Biology MathsApplications &Interpretations
Visual Arts HL
Medicine EnglishLanguage &Literature
French B Global Politics Biology HL Maths Analysis& Approaches
HL
Chemistry HL
Architecture SSST Language English B Any Physics HL Maths Analysis& Approaches
HL
Visual Arts HL
Politics /Philosophy/
History
EnglishLanguage &
Literature HL
French B Global PoliticsHL
Biology MathsApplications &Interpretations
Visual Arts HL
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ARE MY CHOICES RECOGNISED IN MY HOME COUNTRY OR THE COUNTRY WHERE I
WANT TO GO TO UNIVERSITY?
The IB Diploma is given formal equivalency to national examinations in most parts of the world. To check
up-to-date details for your own country, or the country where you intend to apply to university, follow this
link:
https://ibo.org/university-admission/recognition-of-the-ib-diploma-by-countries-and-universities/country-rec
ognition-statements/
Some countries require that the IB Diploma is ‘notarised’ or ‘legalised’ in their consulate in Geneva,
Switzerland (where the IB headquarters are based). Where this is the case, the IB offer a legalization service
at a small additional cost. Adam can assist with this and will advise which countries require legalisation of
Diplomas each year
EXAMPLE UNIVERSITY REQUIREMENTS
The Diploma Programme is widely recognised by universities across the world however entrance criteria will
vary from university to university and course to course. More competitive courses will have higher entrance
requirements. See the table below for some examples of the grades that students have scored compared to
the universities that they have attended. Note - this shows the grades the student achieved NOT the
entrance criteria!
IB Score University Country Course
44 University of Oxford UK Mechanical Engineering
44 University of Cambridge UK Medicine
43 University of Oxford UK Politics, Philosophy and Economics
41 University College London UK Medicine
41 University College London UK Law
39 Kyoto University Japan Law
38 Kings College London UK English
37 Lancaster University UK Management
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37 Warwick University UK Psychology
36 Glasgow School of Art UK Architecture
35 University of Chicago USA Economics
35 Imperial College London UK Materials Science
35 Kent University UK Architecture
34 Ecole Superieure du Commerce France Commerce
34 ILERI Paris France Law
32 Exeter University UK International Relations
32 Royal Holloway UK Management with Economics
32 University of Arizona USA Music Management
30 CEU San Pablo Spain Biomedical Science
29 Concordia, Canada Canada Business
28 University of Surrey UK Engineering
27 Waseda University Japan Literature
26 Bocconi-Milan Italy Economics
25 Plymouth University UK Marketing
24 Kent University UK History
24 Kingston University UK International Business
23 University Texas San Antonio USA Liberal Arts
23 Aberdeen University UK Mechanical Engineering
21 University of California USA Film
20 Bradford University UK Chemical Engineering
17 Coventry University UK Foundation Business
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TIMETABLES
Diploma Programme students will study 3 Higher Level subjects and 3 Standard Level subjects. HL subjectsare allocated 6x 45 minute lessons per week and SL subjects are allocated 4x 45 minute lessons per week. Inaddition to subject options, Theory of Knowledge lessons take place 3 times per week. Further to their
subject commitments, students will have one assembly period per week in addition to periods allocated toPrivate Study in addition to Extended Essay, Wellness and Sports.
In cases where students have opted to study for a School Supported Self Taught language, additional study
periods are allocated to these students to allow them additional time for language study. An example of a
SSST student timetable can be seen below:
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ASSESSMENTYou will be assessed against IB standards in your subject from day one of your programme. However, the
grades you are given will be of two kinds.
Term grades
Classwork grades are given for work you do in class or for homework during the course of a Term. Term
grades might be given for just one kind of assessment task: maybe a test, or a set of problems you have to
solve for homework, a presentation to class or an oral examination. All grades are given using the IB 1-7 scale
in subjects, or A-E for the core elements of ToK and Extended Essay (see
http://www.ibo.org/diploma/recognition/guide/ slidef.cfm for more information). In addition, your progress
with CAS is ‘rated’ as satisfactory or unsatisfactory, based on your Managebac portfolio.
At the end of the Term, your grades are averaged and an overall grade from 1-7 is given for the subjects. The
contribution made by each kind of task to this average – the weighting – is designed to reflect the final grades
you will get from the IB. IMPORTANT NOTE: The Term grade is not the same as the exam grade – it is
measuring your performance under very different conditions!
Examination grades
In addition to Term grades, you will have internal examinations at two points throughout the year. The
examinations are carried out under the same conditions and rules as the final IB examinations. Examinations
are cumulative or ‘synoptic’ – that is, they cover everything you have learnt up to that point. The grade you
are given for your examination is recorded and reported separately from the semester grades, and is used to
track your progress through the IB Diploma programme in the school. Examination grades are used as
evidence when teachers have to make predicted grades, for example when you apply to university.
Examination grades are also used to inform decisions about your registration status for DP2.
Note however that the school’s internal examination grades do not affect your final IB grade – that depends
only on coursework you complete over the two years of the programme, and on your performance in the
final examinations in May of DP2.
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HOW WILL I BE INFORMED ABOUT MY GRADES?
Summary of approximate reporting dates and types:
Diploma Programme Year 1
October Term Grade
January Examination Grade
March Term Grade
June Examination Grade
Diploma Programme Year 2 (Final exams in May)
October Term Grade
January Mock Examination Grade
March Term Grade
You and your parents will receive full academic reports at each of the points in the year shown above. These
are posted online in .pdf format in Managebac, although the school can issue hard (paper) copies on request.
The report includes:
● Term or Exam grades (1-7) for every subject
● Theory of Knowledge grade (A-E)
● Extended Essay progress rating (satisfactory / unsatisfactory)
● CAS progress rating (satisfactory / unsatisfactory)
● Information on your attendance and punctuality
● Comments by your form tutor
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The descriptors below provide an indication of the level of performance that will correspond to the grade
awarded. As you can see 1 is at the low end of the spectrum whereas 7 is at the upper end of the spectrum.
1 Produces work of very limited quality. Conveys many significant misunderstandings or lacks
understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking.
Very inflexible, rarely using knowledge or skills.
2 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding
for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally
inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
3 Produces work of an acceptable quality. Communicates basic understanding of many concepts and
contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic
critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support
even in familiar classroom situations.
4 Produces good-quality work. Communicates basic understanding of most concepts and contexts with
few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses
knowledge and skills with some flexibility in familiar classroom situations, but requires support in
unfamiliar situations.
5 Produces generally high-quality work. Communicates secure understanding of concepts and contexts.
Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills
in familiar classroom and real-world situations and, with support, some unfamiliar real-world
situations.
6 Produces high-quality, occasionally innovative work. Communicates extensive understanding of
concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication.
Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with
independence.
7 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced
understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative
thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of
complex classroom and real-world situations.
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ACADEMIC HONESTY
Good academic conduct is paramount at all times and La Garenne International School expects students touphold academically honest conduct at all times. It is vital that all students are familiar with the La GarenneAcademic Honesty Policy and follow the guidance outlined in this policy at all times during their studies.
The following standards are expected of all students:
● Students should always hand in work that is their own. Any help received, whether from friends,tutors, secondary literature, the internet or other sources, must be stated.
● Students should not present ideas taken from other sources as their own.● Copying in any form is not permitted.
Work submitted that does not meet these standards cannot be considered for assessment. Class orHomework that does not meet these standards must be repeated and appropriate sanctions may be applied.If a student has knowingly allowed their work to be copied, sanctions may also be taken against the studentin question.
Students who breach these standards when preparing coursework or any other assignment destined forexternal examination or moderation seriously jeopardise their success in their chosen qualification.
Suspected cases of academic dishonesty, plagiarised or copied work may result in disqualification from allexaminations.
In order to encourage academic integrity, students should always:
● Ensure that they understand the tasks set. In case of doubt, they should seek clarification from theteacher in question at the first available opportunity.
● Report any suspected cases of academic dishonesty.● Accept constructive criticism in all forms and realise that it helps them learn.● Accept responsibility for their own actions and words.
Cases of academic dishonesty can arise as a result of different circumstances. Each case is therefore dealtwith in its own right.
For further information, see the La Garenne International School Academic Honesty Policy.
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INDEPENDENT STUDY
At La Garenne we believe that independent study is an essential part of the learning process. It enablesstudents to consolidate or review ideas, prepare for future classes and develop organisational skills. It alsogives students the opportunity to work independently of the teacher and to self-motivate. It is also animportant means by which teachers can monitor progress. Homework is set every week for all academicsubjects.
All independent study is set by teachers via ManageBac. This is to help ensure that the students can stayorganised and access the task at all times via their computer. Below is an example of a student’s independentstudy calendar shown on ManageBac:
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Although we accept that difficulties may arise, all independent study is due by the deadline set by theteacher. It is the class teacher’s responsibility to ensure that the due date set is clearly understood by all ofthe students. It is at the teacher's discretion if they accept the homework after the due date. If homework isnot completed in the Secondary School, then students may be given a detention by their teacher.
The amount of home learning that is set increases as the students progress throughout the school. Below is aguide of how much home learning students can expect to be assigned for each subject per week:
M1 45 minutes
M2 1 Hour
M3 1.5 Hours
M4 2 Hours
M5 2 Hours
DP 1 2-3 Hours
DP 2 2-3 Hours
ATTENDANCE & PUNCTUALITYAttendance to all lessons is compulsory and if a student's attendance falls below our expectations, we reservethe right to withhold registration for formal examinations. An attendance register is taken at the start of theday by the Form Tutor in addition to the first lesson after the morning break and the first lesson of theafternoon. Students must have a valid reason for missing lessons such as illness or pre-approvedappointments.
All students are expected to be punctual to all lessons. The stated start time of the lesson is not whenstudents should aim to arrive at lessons but when learning begins. Students, therefore, should aim to arriveat all lessons before the stated start time to ensure that they have time to prepare themselves and anyequipment that they may need. Should students be persistently late for lessons, relevant sanctions will beapplied (see below).
21
REWARDS AND SANCTIONS
RewardsThere are four formal methods of recognition of positive behaviour and work:
● Students are nominated as ‘academic achiever of the week’ and these nominations are displayedpublicly to celebrate students academic performance in subject areas
● Outstanding work or achievements are recognised in the weekly assembly● At the end of each academic year, three students from each year group are awarded a prize, for
attainment, effort and progress respectively.● At the end of each academic year, one student who has excelled throughout the year will be awarded
the La Garenne Learner Profile Award
SanctionsWe see discipline in its holistic context, and feel that a positive approach towards students can pre-emptbehaviour issues. A teacher’s attitude to the class can help enormously in avoiding misbehaviour.
We have a three-tier discipline system. It consists of short term reminders of inappropriate behaviour, longerterm sanctions which contribute to an overview of general negative behaviour in the long term, ‘Attitude andBehaviour cards’, and ultimately parental reference. It must always be borne in mind that sanctions are notalways the most effective way of dealing with behavioural problems.
Attitude and Behaviour Cards can be issued to students by the Head of Secondary School, in consultationwith the teachers and the General Director, for displaying longer-term inappropriate behavioural attitudes.They must carry the card with them at all times for the period designated and must produce the card onrequest of any teacher. The card must be signed at the end of each lesson by the Subject Teacher with anindication of the student’s behaviour during that lesson.
Teachers are able to issue detention to students for inappropriate behaviour or missing deadlines. Detentionstake place at lunch time for 30 minutes. If a student receives more than one detention in a single week ortheir behaviour warrants a response more serious than a 30 minute detention, they will automatically beissued with a Friday after school detention which will take place for one hour between 15.45 - 16.45.
In general, if negative behaviour persists, the following procedure for escalation of sanctions should befollowed:
1. A dialogue will take place with the student regarding their behaviour2. Student issued with a verbal warning3. Lunchtime or after school detention is issued4. Student receives the loss of privileges and/or is issued with a behaviour card5. Student is referred to the Disciplinary Council (see below)
For serious incidents, a Disciplinary Council Meeting may be convened to discuss the student’s behaviour anddecide an appropriate response. The disciplinary council can consist of the General Director, The Head ofSenior Boarding, The Head of Secondary School, the student’s Form Tutor and a School Prefect. Persistentbad behaviour could ultimately result in permanent expulsion from the school.
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LEARNING SUPPORTAt La Garenne we pride ourselves on being able to support students with mild to moderate learning needs as
well as students who are gifted. Classroom teachers are sensitive to the needs of individual students and
work closely with the Learning Support specialist to help identify, support and monitor children who may
require additional support or extension and challenge. We strive to enable students to become independent
learners and enhance the self-esteem and self-image of the learner.
At La Garenne we aim to:
● enable students to become independent learners and to monitor their own progress
● develop self-esteem and positive attitudes about school and learning
● assist students to participate in the appropriate curriculum for their age
● provide additional teaching and support
● involve parents in supporting their children through effective communication
● promote collaboration amongst teachers in the implementation of whole-school policies on learning
support for students
● develop appropriate individual teaching programmes
● intervene at the appropriate time in order to enhance learning and reduce difficulties in learning
● support student’s Social and Emotional Wellbeing through every aspect of school life
● engage and challenge our gifted and talented students
All students on the learning support register will be given an Individual Education Plan which is evaluatedregularly by the SENDCO and the class teacher. These students may also be eligible for additional times inexaminations. For further information about additional time in examinations, please contact the schoolSENDCO.
THE ROLE OF THE FORM TUTORThe Form Tutor is the primary point of contact for academic matters as Form Tutors meet with the studentsevery day and have a close overview of the progress of their students. The primary roles of the Form Tutorare as follows:
Absence & LatenessThe Form Tutor is responsible for completing an attendance register each morning. They will inform the Headof the Secondary School regarding any pupils who are persistently late or absent.
Pastoral IssuesForm Tutors also maintain an ongoing dialogue with the students regarding their lives inside and outside ofschool. They are there to support, guide and help students across the range of issues.
Behaviour & DisciplineForm Tutors are also responsible for monitoring the general behaviour of their students across subject areasand at break times and raising any concerns to the Head of Secondary School.
Academic Monitoring
23
Form Tutors also maintain an overall view of the academic progress of each student in their group. They willalso meet regularly with each student on a one-on-one basis to encourage them to reflect on their learningand review their progress in CAS activities.
Tutor ReportingForm Tutors also write Tutor Reports on each of their students at the end of each term after reviewing theirprogress across all subject areas.
EXAMINATIONSDiploma Programme Students sit two types of examination, internal and external examinations:
Internal Examinations are exams which are created and graded by the teachers. The results obtained in
internal exams have no impact on the students final grade, however they will be recorded on the student’s
Assessment Cards. Internal examinations also serve the purpose of preparing students for their final external
examinations by allowing them to experience formal examinations conditions.
External Examinations are examinations which are set by the IB organisation and, in combination with
internal assessments largely determine the final grade that the student will obtain. External Examinations take
place in May of the second year of a student’s DP studies. The decision to enter students for external
examinations, as well as the choice of entry level is based on the evaluation of the teaching professionals in
consultation with students and parents. The school reserves the right to refuse entry for examinations or to
enforce the required entry level. The school has no control over the content or scheduling of external
examinations in addition to having no influence over the final results awarded. At parental request, the school
may appeal against results through the available channels. External examinations missed for any reason other
than illness will result in automatic failure of the examination in question. In cases of illness, a doctor’s
certificate must be provided to the school which will subsequently be submitted to the IB organisation. Any
charges incurred for the registration, entry or remarking of examinations are invoiced to parents.
Further information regarding the assessment of examinations can be found in the LGIS Assessment Policy.
For further information regarding examination procedure, please refer to the regulations outlined by the IB
Organisation (www.ibo.org)
24
SUBJECT OUTLINES AND ASSESSMENT REQUIREMENTS
English Language & LiteratureIn this course, students study a wide range of literary and non-literary texts in a variety of media. By
examining communicative acts across literary form and textual type alongside appropriate secondary
readings, students will investigate the nature of language itself and the ways in which it shapes and is
influenced by identity and culture. Approaches to study in the course are meant to be wide ranging and can
include literary theory, sociolinguistics, media studies and critical discourse analysis among others.
The aims of all subjects in studies in language and literature are to enable students to:
1. engage with a range of texts, in a variety of media and forms, from different periods, styles, and
cultures
2. develop skills in listening, speaking, reading, writing, viewing, presenting and performing
3. develop skills in interpretation, analysis and evaluation
4. develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they
contribute to diverse responses and open up multiple meanings
5. develop an understanding of relationships between texts and a variety of perspectives, cultural
contexts, and local and global issues and an appreciation of how they contribute to diverse
responses and open up multiple meanings
6. develop an understanding of the relationships between studies in language and literature and
other disciplines
7. communicate and collaborate in a confident and creative way
8. foster a lifelong interest in and enjoyment of language and literature.
From: IBO (2019) ‘Language A Language and Literature Guide, Cardiff: IBO
For more detailed information regarding this course please click here to consult the Language A Language
and Literature Guide.
25
English A Language & Literature Assessment Outline:
Standard Level % Components % Break down
External
assessment
(3 hours)
70%
Paper 1: Guided textual analysis (1 hour 15 minutes)
The paper consists of two non-literary passages, from two different text types, each
accompanied by a question. Students choose one passage and write an analysis of it. (20
marks)
Paper 2: Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question students write a
comparative essay based on two literary works studied in the course. (30 marks)
35%
35%
Internal
Assessment30%
Individual oral (15 minutes)
Supported by an extract from one non-literary body of work and one from a literary work,
students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by
the teacher (40 marks)
30%
Higher Level % Components% Break
down
External
Assessment (4
hours)
80%
Paper 1: Guided textual analysis (2 hours 15 minutes)
The paper consists of two non-literary passages, from two different text types, each
accompanied by a question. Students write an analysis of each of the passages. (40 marks)
Paper 2: Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question students write a
comparative essay based on two literary works studied in the course. (30 marks)
HL essay
Students submit an essay on one non-literary body of work, or a literary work studied during
the course. (20 marks)
The essay must be 1,200-1,500 words in length.
35%
25%
20%
Internal
Assessment20%
Individual oral (15 minutes)
Supported by an extract from both one non-literary body of work and one from a literary
work, students will offer a prepared response of 10 minutes, followed by 5 minutes of
questions by the teacher (40 marks)
20%
26
French Language & LiteratureIn this course, students study a wide range of literary and non-literary texts in a variety of media. By
examining communicative acts across literary form and textual type alongside appropriate secondary
readings, students will investigate the nature of language itself and the ways in which it shapes and is
influenced by identity and culture. Approaches to study in the course are meant to be wide ranging and can
include literary theory, sociolinguistics, media studies and critical discourse analysis among others.
The aims of all subjects in studies in language and literature are to enable students to:
9. engage with a range of texts, in a variety of media and forms, from different periods, styles, and
cultures
10. develop skills in listening, speaking, reading, writing, viewing, presenting and performing
11. develop skills in interpretation, analysis and evaluation
12. develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they
contribute to diverse responses and open up multiple meanings
13. develop an understanding of relationships between texts and a variety of perspectives, cultural
contexts, and local and global issues and an appreciation of how they contribute to diverse
responses and open up multiple meanings
14. develop an understanding of the relationships between studies in language and literature and
other disciplines
15. communicate and collaborate in a confident and creative way
16. foster a lifelong interest in and enjoyment of language and literature.
From: IBO (2019) ‘Language A Language and Literature Guide, Cardiff: IBO
For more detailed information regarding this course please click here to consult the Language A Language
and Literature Guide.
27
French A Language & Literature Assessment Outline:
Standard Level % Components % Break down
External
assessment
(3 hours)
70%
Paper 1: Guided textual analysis (1 hour 15 minutes)
The paper consists of two non-literary passages, from two different text types, each
accompanied by a question. Students choose one passage and write an analysis of it. (20
marks)
Paper 2: Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question students write a
comparative essay based on two literary works studied in the course. (30 marks)
35%
35%
Internal
Assessment30%
Individual oral (15 minutes)
Supported by an extract from one non-literary body of work and one from a literary work,
students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by
the teacher (40 marks)
30%
Higher Level % Components% Break
down
External
Assessment (4
hours)
80%
Paper 1: Guided textual analysis (2 hours 15 minutes)
The paper consists of two non-literary passages, from two different text types, each
accompanied by a question. Students write an analysis of each of the passages. (40 marks)
Paper 2: Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question students write a
comparative essay based on two literary works studied in the course. (30 marks)
HL essay
Students submit an essay on one non-literary body of work, or a literary work studied during
the course. (20 marks)
The essay must be 1,200-1,500 words in length.
35%
25%
20%
Internal
Assessment20%
Individual oral (15 minutes)
Supported by an extract from both one non-literary body of work and one from a literary
work, students will offer a prepared response of 10 minutes, followed by 5 minutes of
questions by the teacher (40 marks)
20%
28
School Supported Self-taught LanguagesThis course is part of the studies in language and literature group and this guide to being a school supported
self-taught student (SSST) will help you understand it better. It is not meant to be a replacement for the
Language A: literature guide. You should read both to understand the course fully. Being a self-taught student
offers a unique opportunity to study the literature of a language that may not be offered at your school as a
taught subject. A certain level of autonomy is expected, for example you will be asked to develop a list of
literary works and a timeline. You will also be expected to autonomously administer the 150 hours required
for the study of the course.
In this course, the central concepts are culture, Preparing to take the course Introduction Language A:
literature school supported self-taught student guide 1 communication, transformation, perspective,
creativity, representation and identity. When reading and studying a literary work, you should explore how it
relates to these concepts. This will help to:
● see how the literary works are relevant to your world and your experiences
● make connections between works studied in the course
● make connections with theory of knowledge (TOK), the approaches to learning and international
mindedness
● make connections with other subjects you are studying
● become a flexible and critical reader
(From: IBO (2019) ‘Language A Language School Supported Self-Taught Guide, Cardiff: IBO)
For more detailed information regarding this course please click here to consult the School Supported
Self-taught Guide.
29
School Supported Self-taught Assessment Outline
Standard Level % Components% Break
down
External
assessment
(3 hours)
70%
Paper 1: Guided literary analysis (1 hour 30 minutes)
The 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)
The 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
1,200–1,500 words in length.
25%
25%
20%
Alternative Oral
Examination (20
minutes)
30%
Section 1: Individual oral commentary (10 minutes)
Students present a formal oral commentary on an extract from a work studied in part 2.
(30 marks)
Section 2: Individual oral presentation (10 minutes)
Students make a presentation based on two works studied in part 4. (30 marks)
15%
15%
Higher Level % Components% Break
down
External
Assessment
(4 hours)
70%
Paper 1: Literary commentary (2 hours)
The 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)
The 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
1,200–1,500 words in length.
20%
25%
25%
30
Internal
Assessment30%
Individual oral commentary and discussion (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)
15%
15%
31
French BLanguage B is a language acquisition course designed for students with some previous experience of the
target language. In the language B course, students further develop their ability to communicate in the target
language through the study of language, themes and texts. In doing so, they also develop conceptual
understandings of how language works, as appropriate to the level of the course. At both levels of language B
(SL and HL), students learn to communicate in the target language in familiar and unfamiliar contexts. They
describe situations, narrate events, make comparisons, explain problems, and state and support their
personal opinions on a variety of topics relating to course content. The study of two literary works originally
written in the target language is required only at language B HL. The distinction between language B SL and
HL can also be seen in the level of competency the student is expected to develop in the receptive,
productive and interactive skills described below.
Language B SL
Receptive skills: Students understand a range of written and spoken authentic personal, professional and
mass media texts on topics of interest.
Productive skills: Students write texts for a variety of purposes and make oral presentations on topics of
interest.
Interactive skills: Students initiate and maintain the flow of conversations and discussions. They express and
respond to opinions and feelings on a variety of topics.
Language B HL
Receptive skills: Students understand and evaluate a wide variety of written and spoken authentic personal,
professional and mass media texts; they understand fundamental elements of literary texts such as theme,
plot and character.
Productive skills: Students present and develop their ideas and opinions on a variety of topics, both orally and
in writing. They construct and support arguments with explanations and examples.
Interactive skills: Students initiate, maintain and close oral exchanges, displaying some ability to make
adjustments in style or emphasis. They use a variety of strategies to maintain the flow of conversations and
discussions on a variety of topics relating to course content and the culture(s) of the target language.
Students are adept in negotiating meaning and fostering communication.
From: IBO (2019) ‘Language B Guide, The Hague: IBO
For more detailed information regarding this course please click here to consult the Language B Guide.
32
Language B Assessment outline
Standard Level % Components %Break down
External
assessment (3
hours)
75%
Paper 1 (1 hour 15 minutes) Productive skills—writing (30 marks)
One writing task of 250–400 words from a choice of three, each from a different theme,
choosing a text type from among those listed in the examination instructions.
Paper 2 (1 hour 45 minutes)
Receptive skills—separate sections for listening and reading (65 marks)
Listening comprehension (45 minutes) (25 marks) Reading comprehension (1 hour) (40
marks)
Comprehension exercises on three audio passages and three written texts, drawn from all
five themes.
25%
50%
25%
25%
Internal
Assessment25%
This component is internally assessed by the teacher and externally moderated by the IB at
the end of the course.
Individual oral assessment
A conversation with the teacher, based on a visual stimulus, followed by discussion based on
an additional theme. (30 marks)
25%
Higher Level % ComponentsPercentage
Breakdown
External
Assessment (3
hours 30 mins)
75%
Paper 1 (1 hour 30 minutes)
Productive skills—writing (30 marks)
One writing task of 450–600 words from a choice of three, each from a different theme,
choosing a text type from among those listed in the examination instructions.
Paper 2 (2 hours)
Receptive skills—separate sections for listening and reading (65 marks)
Listening comprehension (1 hour) (25 marks)
Reading comprehension (1 hour) (40 marks)
Comprehension exercises on three audio passages and three written texts, drawn from all
five themes.
25%
50%
25%
25%
Internal
Assessment25%
This component is internally assessed by the teacher and externally moderated by the IB at
the end of the course.
Individual oral assessment
A conversation with the teacher, based on an extract from one of the literary works studied
in class, followed by discussion based on one or more of the themes from the syllabus. (30
marks)
25%
33
English BLanguage B is a language acquisition course designed for students with some previous experience of the
target language. In the language B course, students further develop their ability to communicate in the target
language through the study of language, themes and texts. In doing so, they also develop conceptual
understandings of how language works, as appropriate to the level of the course. At both levels of language B
(SL and HL), students learn to communicate in the target language in familiar and unfamiliar contexts. They
describe situations, narrate events, make comparisons, explain problems, and state and support their
personal opinions on a variety of topics relating to course content. The study of two literary works originally
written in the target language is required only at language B HL. The distinction between language B SL and
HL can also be seen in the level of competency the student is expected to develop in the receptive,
productive and interactive skills described below.
Language B SL
Receptive skills: Students understand a range of written and spoken authentic personal, professional and
mass media texts on topics of interest.
Productive skills: Students write texts for a variety of purposes and make oral presentations on topics of
interest.
Interactive skills: Students initiate and maintain the flow of conversations and discussions. They express and
respond to opinions and feelings on a variety of topics.
Language B HL
Receptive skills: Students understand and evaluate a wide variety of written and spoken authentic personal,
professional and mass media texts; they understand fundamental elements of literary texts such as theme,
plot and character.
Productive skills: Students present and develop their ideas and opinions on a variety of topics, both orally and
in writing. They construct and support arguments with explanations and examples.
Interactive skills: Students initiate, maintain and close oral exchanges, displaying some ability to make
adjustments in style or emphasis. They use a variety of strategies to maintain the flow of conversations and
discussions on a variety of topics relating to course content and the culture(s) of the target language.
Students are adept in negotiating meaning and fostering communication.
From: IBO (2019) ‘Language B Guide, The Hague: IBO
For more detailed information regarding this course please click here to consult the Language B Guide.
34
Language B Assessment Outline:
Standard Level % Components % Break down
External
assessment (3
hours)
75%
Paper 1 (1 hour 15 minutes) Productive skills—writing (30 marks)
One writing task of 250–400 words from a choice of three, each from a different theme,
choosing a text type from among those listed in the examination instructions.
Paper 2 (1 hour 45 minutes)
Receptive skills—separate sections for listening and reading (65 marks)
Listening comprehension (45 minutes) (25 marks) Reading comprehension (1 hour) (40
marks)
Comprehension exercises on three audio passages and three written texts, drawn from all
five themes.
25%
50%
Internal
Assessment25%
Individual oral assessment
A conversation with the teacher, based on a visual stimulus, followed by discussion based
on an additional theme. (30 marks)
25%
Higher Level % Components % Break down
External
Assessment (3
hours 30 mins)
75%
Paper 1 (1 hour 30 minutes)
Productive skills—writing (30 marks)
One writing task of 450–600 words from a choice of three, each from a different theme,
choosing a text type from among those listed in the examination instructions.
Paper 2 (2 hours)
Receptive skills—separate sections for listening and reading (65 marks)
Listening comprehension (1 hour) (25 marks)
Reading comprehension (1 hour) (40 marks)
Comprehension exercises on three audio passages and three written texts, drawn from all
five themes.
25%
50%
Internal
Assessment25%
This component is internally assessed by the teacher and externally moderated by the IB at
the end of the course.
Individual oral assessment
A conversation with the teacher, based on an extract from one of the literary works studied
in class, followed by discussion based on one or more of the themes from the syllabus. (30
marks)
25%
35
Global PoliticsThe 21st century is characterized by rapid change and increasing interconnectedness, impacting individuals
and societies in unprecedented ways and creating complex global political challenges. Global politics is an
exciting, dynamic subject that draws on a variety of disciplines in the social sciences and humanities,
reflecting the complex nature of many contemporary political issues. The study of global politics enables
students to critically engage with different and new perspectives and approaches to politics in order to
comprehend the challenges of the changing world and become aware of their role in it as active global
citizens.
The Diploma Programme global politics course explores fundamental political concepts such as power,
equality, sustainability and peace in a range of contexts. It allows students to develop an understanding of the
local, national, international and global dimensions of political activity and processes, as well as to explore
political issues affecting their own lives. The course helps students to understand abstract political concepts
by grounding them in real-world examples and case studies. It also invites comparison between such
examples and case studies to ensure a wider and transnational perspective.
The aims of all subjects in the individuals and societies subject group are to:
1. encourage the systematic and critical study of: human experience and behaviour; physical, economic
and social environments; and the history and development of social and cultural institutions
2. develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts
and arguments about the nature and activities of the individual and society
3. enable the student to collect, describe and analyse data used in studies of society, to test hypotheses,
and to interpret complex data and source material
4. promote the appreciation of the way in which learning is relevant both to the culture in which the
student lives, and the culture of other societies
5. develop an awareness in the student that human attitudes and beliefs are widely diverse and that the
study of society requires an appreciation of such diversity
6. enable the student to recognize that the content and methodologies of the individuals and societies
subjects are contestable and that their study requires the toleration of uncertainty.
From: IBO (2015) ‘Global Politics Guide’, The Hague: IBO
For more detailed information regarding this course please click here to consult the Global Politics Guide.
36
Global Politics Assessment Outline
Standard Level % Components % Break down
External
assessment (3
hours)
75%
Paper 1 (1 h 15 min)
Stimulus-based paper based on a topic from one of the four core units
Four compulsory short-answer/structured questions (25 marks)
Paper 2 (1 h 45 min)
Students must write two essays from a choice of eight, each selected from a different
core unit (50 marks)
30%
45%
Internal
Assessment (20
hours)
25%
This component is internally assessed by the teacher and externally moderated by the IB
at the end of the course.
Engagement activity
A written report (2,000-word maximum) on a political issue explored through
engagement and research. (20 marks)
25%
Higher Level % Components % Break down
External
assessment (4
hours)
60%
Paper 1 (1 h 15 min)
Stimulus-based paper on a topic from one of the four core units
Four compulsory short-answer/structured questions (25 marks)
Paper 2 (2 h 45 min)
Extended response paper based on the four core units.
Students must write three essays from a choice of eight, each selected from a different
core unit (75 marks)
20%
40%
Internal
Assessment40%
These components are internally assessed by the teacher and externally moderated by
the IB at the end of the course.
Engagement activity (20 hours)
A written report (2,000-word maximum) on a political issue explored through
engagement and research (20 marks)
HL extension: global political challenges (90 hours)
Two video recorded oral presentations (10-minute maximum each) of two case studies
chosen from two different HL extension topics (20 marks)
20%
20%
37
Business ManagementBusiness management studies business functions, management processes and decision-making in
contemporary contexts of strategic uncertainty. It examines how business decisions are influenced by factors
internal and external to an organization, and how these decisions impact upon its stakeholders, both
internally and externally. Business management also explores how individuals and groups interact within an
organization, how they may be successfully managed and how they can ethically optimize the use of
resources in a world with increasing scarcity and concern for sustainability. The HL course in business
management differs from the SL course in business management in terms of the:
● recommended hours devoted to teaching (240 hours for HL compared to 150 hours for SL)
● extra depth and breadth required (extension units for HL)
● nature of the internal assessment task
● nature of the examination questions.
From: IBO (2014) ‘Business Management Guide’, Cardiff: IBO
For more detailed information regarding this course please click here to consult the Business Management
Guide.
Business Management Assessment Outline:
Standard Level % ComponentsPercentage
Breakdown
External
Assessment (3
hours)
75%
Paper 1 (1 hour and 15 minutes)
Based on a case study issued in advance, with additional unseen material for section B.
Assessment objectives 1, 2, 3, 4 (40 marks)
Section A
Students answer two of three structured questions based on the pre-seen case study.
(10 marks per question)
Section B
Syllabus content: Units 1–5
Students answer one compulsory structured question primarily based on the additional
stimulus material. (20 marks)
Paper 2 (1 hour and 45 minutes)
Assessment objectives 1, 2, 3, 4 (50 marks)
Section A
Students answer one of two structured questions based on stimulus material with a
quantitative focus. (10 marks)
Section B
Students answer one of three structured questions based on stimulus material. (20
marks)
Section C
Students answer one of three extended response questions primarily based on two
concepts that underpin the course. (20 marks).
30%
45%
38
Internal
Assessment (15
teaching hours)
25%
This component is internally assessed by the teacher and externally moderated by the
IB at the end of the course.
Written commentary
Students produce a written commentary based on three to five supporting documents
about a real issue or problem facing a particular organization. Maximum 1500 words.
(25 marks)
25%
Higher Level % ComponentsPercentage
Breakdown
External
Assessment (4
hours and 30
minutes)
75%
Paper 1 (2 hour and 15 minutes)
Based on a case study issued in advance, with additional unseen material for sections B
and C.
Assessment objectives 1, 2, 3, 4 (60 marks)
Section A
Students answer two of three structured questions based on the pre-seen case study.
(10 marks per question)
Section B
Students answer one compulsory structured question primarily based on the additional
stimulus material. (20 marks)
Section C
Students answer one compulsory extended response question primarily based on the
additional stimulus material. (20 marks)
Paper 2 (2 hour and 15 minutes)
Assessment objectives 1, 2, 3, 4 (70 marks)
Section A
Students answer one of two structured questions based on stimulus material with a
quantitative focus. (10 marks)
Section B
Students answer two of three structured questions based on stimulus material. (20
marks per question)
Section C
Students answer one of three extended response questions primarily based on two
concepts that underpin the course. (20 marks)
35%
40%
Internal
Assessment (30
teaching hours)
25%
This component is internally assessed by the teacher and externally moderated by the
IB at the end of the course.
Research project
Students research and report on an issue facing an organization or a decision to be
made by an organization (or several organizations). Maximum 2000 words. (25 marks)
25%
39
BiologyBiologists 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.
Biology is still a young science and great progress is expected in the 21st century. This 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.
Through studying biology, chemistry or physics, students should become aware of how scientists work and
communicate with each other. While the scientific method may take on a wide variety of forms, it is the
emphasis on a practical approach through experimental work that characterizes these subjects.
The aims enable students, through the overarching theme of the Nature of science, to:
● appreciate scientific study and creativity within a global context through stimulating and challenging
opportunities
● acquire a body of knowledge, methods and techniques that characterize science and technology
● apply and use a body of knowledge, methods and techniques that characterize science and
technology
● develop an ability to analyse, evaluate and synthesize scientific information
● develop a critical awareness of the need for, and the value of, effective collaboration and
communication during scientific activities
● develop experimental and investigative scientific skills including the use of current technologies
● develop and apply 21st century communication skills in the study of science
● become critically aware, as global citizens, of the ethical implications of using science and technology
● develop an appreciation of the possibilities and limitations of science and technology
● develop an understanding of the relationships between scientific disciplines and their influence on
other areas of knowledge.
From: IBO (2014) ‘Biology Guide’, Cardiff: IBO
For more detailed information regarding this course please click here to consult the Biology Guide.
40
Biology Assessment Outline
Standard Level
Component
Overall
weighting (%)
Approximate weighting of objectives (%)Duration
(hours)1+2 3
Paper 1 20 10 10 3/4
Paper 2 40 20 20 1 1/4
Paper 3 20 10 10 1
Internal Assessment 20Covers objectives
1, 2, 3 and 410
External
Assessment
Percentage ComponentsPercentage
Breakdown
80%
Paper 1 (45 minutes)
• 30 multiple-choice questions on core material, about 15 of which are
common with HL.
• The questions on paper 1 test assessment objectives 1, 2 and 3.
• The use of calculators is not permitted.
• No marks are deducted for incorrect answers.
Marks: 30
Paper 2 (1 h 15 min)
• Data-based question.
• Short-answer and extended-response questions on core material.
• One out of two extended response questions to be attempted by candidates.
• The questions on paper 2 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
Marks: 50
Paper 3 (1 hour)
• This paper will have questions on core and SL option material.
• Section A: candidates answer all questions, two to three short-answer
questions based on experimental skills and techniques, analysis and
evaluation, using unseen data linked to the core material.
• Section B: short-answer and extended-response questions from one option.
• The questions on paper 3 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
Marks: 35
20%
40%
20%
Higher Level
Component
Overall
weighting (%)
Approximate weighting of objectives (%) Duration
(hours)1+2 3
Paper 1 20 10 10 1
Paper 2 36 18 18 2 1/4
41
Paper 3 24 12 12 1 1/4
Internal Assessment 20Covers objectives
1, 2, 3 and 410
External
Assessment
Percentage ComponentsPercentage
Breakdown
80%
Paper 1 (1 hour)
• 40 multiple-choice questions on core and AHL material, about 15 of which
are common with SL.
• The questions on paper 1 test assessment objectives 1, 2 and 3.
• The use of calculators is not permitted.
• No marks are deducted for incorrect answers.
Marks: 40
Paper 2 (2 hours 15 min)
• Data-based question.
• Short-answer and extended-response questions on core and AHL material.
• Two out of three extended response questions to be attempted by
candidates.
• The questions on paper 2 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
Marks: 72
Paper 3 (1 hour 15 min)
• Section A: candidates answer all questions, two to three short-answer
questions based on experimental
skills and techniques, analysis and evaluation, using unseen data linked to the
core and AHL material.
• Section B: short-answer and extended-response questions from one option.
• The questions on paper 3 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
Marks: 45
20%
36%
24%
42
PhysicsPhysics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from
the very smallest particles—currently accepted as quarks, which may be truly fundamental—to the vast
distances between galaxies.
At the school level both theory and experiments should be undertaken by all students. They should
complement one another naturally, as they do in the wider scientific community. The Diploma Programme
physics course allows students to develop traditional practical skills and techniques and increase their
abilities in the use of mathematics, which is the language of physics. It also allows students to develop
interpersonal and digital communication skills which are essential in modern scientific endeavour and are
important life-enhancing, transferable skills in their own right.
Through studying biology, chemistry or physics, students should become aware of how scientists work and
communicate with each other. While the scientific method may take on a wide variety of forms, it is the
emphasis on a practical approach through experimental work that characterizes these subjects.
The aims enable students, through the overarching theme of the Nature of science, to:
● appreciate scientific study and creativity within a global context through stimulating and challenging
opportunities
● acquire a body of knowledge, methods and techniques that characterize science and technology
● apply and use a body of knowledge, methods and techniques that characterize science and
technology
● develop an ability to analyse, evaluate and synthesize scientific information
● develop a critical awareness of the need for, and the value of, effective collaboration and
communication during scientific activities
● develop experimental and investigative scientific skills including the use of current technologies
● develop and apply 21st century communication skills in the study of science
● become critically aware, as global citizens, of the ethical implications of using science and technology
● develop an appreciation of the possibilities and limitations of science and technology
● develop an understanding of the relationships between scientific disciplines and their influence on
other areas of knowledge.
From: IBO (2014) ‘Physics Guide’, Cardiff: IBO
For more detailed information regarding this course please click here to consult the Physics Guide.
43
Physics Assessment Outline
Standard Level
Component
Overall
weighting (%)
Approximate weighting of objectives (%)
Duration (hours)
1+2 3
Paper 1 20 10 10 3/4
Paper 2 40 20 20 1 1/4
Paper 3 20 10 10 1
Internal Assessment 20Covers objectives
1, 2, 3 and 410
External
Assessment
Percentage ComponentsPercentage
Breakdown
80%
Paper 1 (45 minutes)
• 30 multiple-choice questions on core, about 15 of which are common
with HL.
• The questions on paper 1 test assessment objectives 1, 2 and 3.
• The use of calculators is not permitted.
• No marks are deducted for incorrect answers.
• A physics data booklet is provided.
Marks: 30
Paper 2 (1 h 15 min)
• Short-answer and extended-response questions on core material.
• The questions on paper 2 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
• A physics data booklet is provided.
Marks: 50
Paper 3 (1 hour)
• This paper will have questions on core and SL option material.
• Section A: one data-based question and several short-answer questions
on experimental work.
• Section B: short-answer and extended-response questions from one
option.
• The questions on paper 3 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
• A physics data booklet is provided.
Marks: 35
20%
40%
20%
Higher Level
Component
Overall
weighting (%)
Approximate weighting of objectives (%)Duration (hours)
1+2 3
Paper 1 20 10 10 1
Paper 2 36 18 18 2 1/4
Paper 3 24 12 12 1 1/4
44
Internal Assessment 20Covers objectives
1, 2, 3 and 410
External
Assessment
Percentage ComponentsPercentage
Breakdown
80%
Paper 1 (1 hour)
• 40 multiple-choice questions on core and AHL, about 15 of which are
common with SL.
• The questions on paper 1 test assessment objectives 1, 2 and 3.
• The use of calculators is not permitted.
• No marks are deducted for incorrect answers.
• A physics data booklet is provided.
Marks: 40
Paper 2 (2 hours 15 min)
• Short-answer and extended-response questions on the core and AHL
material.
• The questions on paper 2 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
• A physics data booklet is provided.
Marks: 90
Paper 3 (1 hour 15 min)
• This paper will have questions on core, AHL and option material.
• Section A: one data-based question and several short-answer questions
on experimental work.
• Section B: short-answer and extended-response questions from one
option.
• The questions on paper 3 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
• A physics data booklet is provided.
Marks: 45
20%
36%
24%
45
ChemistryChemistry is an experimental science that combines academic study with the acquisition of practical and
investigational skills. It is often called the central science, as chemical principles underpin both the physical
environment in which we live and all biological systems. Apart from being a subject worthy of study in its own
right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological
science and environmental science, and serves as useful preparation for employment. At the school level
both theory and experiments should be undertaken by all students. They should complement one another
naturally, as they do in the wider scientific community. The Diploma Programme 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 21st century scientific endeavour and are important
life-enhancing, transferable skills in their own right.
Through studying biology, chemistry or physics, students should become aware of how scientists work and
communicate with each other. While the scientific method may take on a wide variety of forms, it is the
emphasis on a practical approach through experimental work that characterizes these subjects.
The aims enable students, through the overarching theme of the Nature of science, to:
● appreciate scientific study and creativity within a global context through stimulating and challenging
opportunities
● acquire a body of knowledge, methods and techniques that characterize science and technology
● apply and use a body of knowledge, methods and techniques that characterize science and
technology
● develop an ability to analyse, evaluate and synthesize scientific information
● develop a critical awareness of the need for, and the value of, effective collaboration and
communication during scientific activities
● develop experimental and investigative scientific skills including the use of current technologies
● develop and apply 21st century communication skills in the study of science
● become critically aware, as global citizens, of the ethical implications of using science and technology
● develop an appreciation of the possibilities and limitations of science and technology
● develop an understanding of the relationships between scientific disciplines and their influence on
other areas of knowledge.
From: IBO (2014) ‘Chemistry Guide’, Cardiff: IBO
For more detailed information regarding this course please click here to consult the Chemistry Guide.
46
Chemistry Assessment Outline
Standard Level
Component
Overall
weighting (%)
Approximate weighting of objectives (%)
Duration (hours)
1+2 3
Paper 1 20 10 10 3/4
Paper 2 40 20 20 1 1/4
Paper 3 20 10 10 1
Internal Assessment 20Covers objectives
1, 2, 3 and 410
External
Assessment
Percentage ComponentsPercentage
Breakdown
80%
Paper 1 (45 minutes)
• 30 multiple-choice questions on core, about 15 of which are common
with HL.
• The questions on paper 1 test assessment objectives 1, 2 and 3.
• The use of calculators is not permitted.
• Students will be provided with a periodic table.
• No marks are deducted for incorrect answers.
Marks: 30
Paper 2 (1 h 15 min)
• Short-answer and extended-response questions on core material.
• The questions on paper 2 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
• A chemistry data booklet is to be provided by the school.
Marks: 50
Paper 3 (1 hour)
• This paper will have questions on core and SL option material.
• Section A: one data-based question and several short-answer questions
on experimental work.
• Section B: short-answer and extended-response questions from one
option.
• The questions on paper 3 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
• A chemistry data booklet is to be provided by the school.
Marks: 35
20%
40%
20%
Higher Level
Component
Overall
weighting (%)
Approximate weighting of objectives (%)Duration (hours)
1+2 3
Paper 1 20 10 10 1
Paper 2 36 18 18 2 1/4
Paper 3 24 12 12 1 1/4
47
Internal Assessment 20Covers objectives
1, 2, 3 and 410
External
Assessment
Percentage ComponentsPercentage
Breakdown
80%
Paper 1 (1 hour)
• 40 multiple-choice questions on core and AHL, about 15 of which are
common with SL.
• The questions on paper 1 test assessment objectives 1, 2 and 3.
• The use of calculators is not permitted.
• Students will be provided with a periodic table.
• No marks are deducted for incorrect answers.
Marks: 40
Paper 2 (2 hours 15 min)
• Short-answer and extended-response questions on the core and AHL
material.
• The questions on paper 2 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
• A chemistry data booklet is to be provided by the school.
Marks: 90
Paper 3 (1 hour 15 min)
• This paper will have questions on core, AHL and option material.
• Section A: one data-based question and several short-answer questions
on experimental work.
• Section B: short-answer and extended-response questions from one
option.
• The questions on paper 3 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted. (See calculator section on the OCC.)
• A chemistry data booklet is to be provided by the school.
Marks: 45
20%
36%
24%
48
Mathematics Applications & InterpretationThis course recognizes the increasing role that mathematics and technology play in a diverse range of fields in
a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that
are often used as applications or in mathematical modelling. To give this understanding a firm base, this
course also includes topics that are traditionally part of a pre-university mathematics course such as calculus
and statistics. The course makes extensive use of technology to allow students to explore and construct
mathematical models. Mathematics: applications and interpretation will develop mathematical thinking,
often in the context of a practical problem and using technology to justify conjectures.
Students who choose Mathematics: applications and interpretation at SL or HL should enjoy seeing
mathematics used in real-world contexts and to solve real-world problems. Students who wish to take
Mathematics: applications and interpretation at higher level will have good algebraic skills and experience of
solving real-world problems. They will be students who get pleasure and satisfaction when exploring
challenging problems and who are comfortable to undertake this exploration using technology.
From: IBO (2019) ‘Mathematics Applications and Interpretation Guide’, Cardiff: IBO
For more detailed information regarding this course please click here to consult the Mathematics
Applications and Interpretation Guide.
Mathematics Applications and Interpretations Assessment Outline
Standard Level Percentage ComponentsPercentage
Breakdown
External
Assessment (3
hours)
80%
Paper 1 (90 minutes)
Technology required. (80 marks)
Compulsory short-response questions based on the syllabus. (80 marks)
Paper 2 (90 minutes)
Technology required. (80 marks)
Compulsory extended-response questions based on the syllabus. (80 marks)
40%
40%
Internal Assessment 20%
This component is internally assessed by the teacher and externally moderated
by the IB at the end of the course.
Mathematical exploration
Internal assessment in mathematics is an individual exploration. This is a piece
of written work that involves investigating an area of mathematics. (20 marks)
20%
Higher Level Percentage ComponentsPercentage
Breakdown
49
External
Assessment (5
hours)
80%
Paper 1 (120 minutes)
Technology required. (110 marks)
Compulsory short-response questions based on the syllabus.
Paper 2 (120 minutes)
Technology required. (110 marks)
Compulsory extended-response questions based on the syllabus.
Paper 3 (60 minutes)
Technology required. (55 marks)
Two compulsory extended response problem-solving questions.
30%
30%
20%
Internal Assessment 20%
This component is internally assessed by the teacher and externally moderated
by the IB at the end of the course.
Mathematical exploration
Internal assessment in mathematics is an individual exploration. This is a piece
of written work that involves investigating an area of mathematics. (20 marks)
20%
Mathematics Analysis & ApproachesThis course recognizes the need for analytical expertise in a world where innovation is increasingly
dependent on a deep understanding of mathematics. This course includes topics that are both traditionally
part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics
that are amenable to investigation, conjecture and proof, for instance the study of sequences and series at
both SL and HL, and proof by induction at HL. The course allows the use of technology, as fluency in relevant
mathematical software and hand-held technology is important regardless of choice of course. However,
Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and
justify correct mathematical arguments.
Students who choose Mathematics: analysis and approaches at SL or HL should be comfortable in the
manipulation of algebraic expressions and enjoy the recognition of patterns and understand the
mathematical generalization of these patterns. Students who wish to take Mathematics: analysis and
approaches at higher level will have strong algebraic skills and the ability to understand simple proof. They
will be students who enjoy spending time with problems and get pleasure and satisfaction from solving
challenging problems.
From: IBO (2019) ‘Mathematics Analysis and Approaches Guide’, Cardiff: IBO
For more detailed information regarding this course please click here to consult the Mathematics Analysis
and Approaches Guide.
50
Mathematics Analysis and Approaches Assessment Outline:
Standard Level % Components% Break
down
External
Assessment (3
hours)
80%
Paper 1 (90 minutes)
No technology allowed. (80 marks)
Section A
Compulsory short-response questions based on the syllabus.
Section B
Compulsory extended-response questions based on the syllabus.
Paper 2 (90 minutes)
Technology required. (80 marks)
Section A
Compulsory short-response questions based on the syllabus.
Section B
Compulsory extended-response questions based on the syllabus
40%
40%
Internal
Assessment20%
This component is internally assessed by the teacher and externally moderated by the IB at
the end of the course.
Mathematical exploration
Internal assessment in mathematics is an individual exploration. This is a piece of written
work that involves investigating an area of mathematics. (20 marks)
20%
Higher Level % Components% Break
down
External
Assessment (5
hours)
80%
Paper 1 (120 minutes)
No technology allowed. (110 marks)
Section A
Compulsory short-response questions based on the syllabus.
Section B
Compulsory extended-response questions based on the syllabus.
Paper 2 (120 minutes)
Technology required. (110 marks)
Section A
Compulsory short-response questions based on the syllabus.
Section B
Compulsory extended-response questions based on the syllabus.
Paper 3 (60 minutes)
Technology required. (55 marks)
Two compulsory extended response problem-solving questions.
30%
30%
20%
51
Internal
Assessment20%
This component is internally assessed by the teacher and externally moderated by the IB at
the end of the course.
Mathematical exploration
Internal assessment in mathematics is an individual exploration. This is a piece of written
work that involves investigating an area of mathematics. (20 marks)
20%
52
Visual ArtsThe IB Diploma Programme visual arts course encourages students to challenge their own creative and
cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical
skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence
as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different
contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of
contemporary practices and media. The course is designed for students who want to go on to study visual
arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.
The visual arts syllabus demonstrates a clear distinction between the course at SL and at HL, with additional
assessment requirements at HL that allow for breadth and greater depth in the teaching and learning. The
assessment tasks require HL students to reflect on how their own work has been influenced by exposure to
other artists and for them to experiment in greater depth with additional art-making media, techniques and
forms. HL students are encouraged to produce a larger body of resolved works and to demonstrate a deeper
consideration of how their resolved works communicate with a potential viewer.
From: IBO (2019) ‘Visual Arts Guide’, Cardiff: IBO
For more detailed information regarding this course please click here to consult the Visual Arts Guide.
Visual Arts Assessment Outline:
Standard Level % Components % Break down
External
Assessment60%
Part 1: Comparative study
Students at SL analyse and compare different artworks by different artists. This
independent critical and contextual investigation explores artworks, objects and
artifacts from differing cultural contexts.
SL students submit 10–15 screens which examine and compare at least three artworks,
at least two of which should be by different artists. The work selected for comparison
and analysis should come from contrasting contexts (local, national, international
and/or intercultural).
SL students submit a list of sources used.
Part 2: Process portfolio
Students at SL submit carefully selected materials which evidence their
experimentation, exploration, manipulation and refinement of a variety of visual arts
activities during the two- year course.
SL students submit 9–18 screens which evidence their sustained experimentation,
exploration, manipulation and refinement of a variety of art-making activities. For SL
students the submitted work must be in at least two art-making forms, each from
separate columns of the art-making forms table.
20%
40%
53
Internal
Assessment40%
This task is internally assessed by the teacher and externally moderated by the IB at the
end of the course.
Part 3: Exhibition
Students at SL 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.
• SL students submit a curatorial rationale that does not exceed 400 words.
• SL students submit 4–7 artworks.
• SL students submit exhibition text (stating the title, medium, size and intention) for
each selected artwork.
SL 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%
Higher Level % ComponentsPercentage
Breakdown
External
Assessment60%
Part 1: Comparative study
Students at HL analyse and compare different artworks by different artists. This
independent critical and contextual investigation explores artworks, objects and
artefacts from differing cultural contexts.
• HL 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).
• HL 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.
• HL students submit a list of sources used.
Part 2: Process portfolio
Students at HL submit carefully selected materials which evidence their
experimentation, exploration, manipulation and refinement of a variety of visual arts
activities during the two-year course.
• HL students submit 13–25 screens which evidence their sustained experimentation,
exploration, manipulation and refinement of a variety of art-making activities. For HL
students 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.
20%
40%
54
Internal
Assessment40%
This task is internally assessed by the teacher and externally moderated by the IB at the
end of the course.
Part 3: Exhibition
Students at HL 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.
• HL students submit a curatorial rationale that does not exceed 700 words.
• HL students submit 8–11 artworks.
• HL students submit exhibition text (stating the title, medium, size and intention) for
each selected artwork.
HL 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%
55
CORE Theory of KnowledgeThe TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and
the process of knowing. It is a core element of the DP to which schools are required to devote at least 100
hours of class time. In TOK, students reflect on the knowledge, beliefs and opinions that they have built up
from their years of academic studies and their lives outside the classroom. The course is intended to be
challenging and thought-provoking—as well as empowering—for students.
The course centres on the exploration of knowledge questions, which are a key tool for both teachers and
students. These are contestable questions about knowledge itself, such as: “What counts as good evidence
for a claim?”, “Are some types of knowledge less open to interpretation than others?”, or “What constraints
should there be on the pursuit of knowledge?”. While these questions may initially seem slightly intimidating,
they become much more accessible when considered with reference to specific examples within the TOK
course.
From: IBO (2020) ‘Theory of Knowledge Guide’, Cardiff: IBO
For more detailed information regarding this course please click here to consult the ToK Guide.
Theory of Knowledge Assessment Overview
Percentage ComponentsPercentage
Breakdown
External
Assessment67%
TOK essay on a prescribed title (10 marks)
For this component, students are required to write an essay in
response to one of the six prescribed titles that are issued by the IB
for each examination session. As an external assessment
component, it is marked by IB examiners.
67%
Internal
Assessment33%
Theory of knowledge exhibition (10 marks)
For this component, students are required to create an exhibition
that explores how TOK manifests in the world around us. This
component is internally assessed by the teacher and externally
moderated by the IB at the end of the course.
33%
56
CORE Extended EssayThe 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.
From: IBO (2020) ‘Extended Essay Guide’, Cardiff: IBO
For more detailed information regarding this course please click here to consult the EE Guide.
Extended Essay Assessment Overview
Criterion A: focus and
method
Criterion B: knowledge
and understanding
Criterion C: critical
thinking
Criterion D: presentation Criterion E: engagement
Topic
Research question
Methodology
Context
Subject-specific
terminology and
concepts
Research
Analysis
Discussion and
evaluation
Structure
Layout
Process
Research focus
Marks Marks Marks Marks Marks
6 6 12 4 6
Total marks available: 34
57
CORE 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 PYP and MYP. It is organized around the three
strands of creativity, activity and service defined as follows:
1. Creativity—exploring and extending ideas leading to an original or interpretive product or
performance
2. Activity—physical exertion contributing to a healthy lifestyle
3. Service—collaborative and reciprocal engagement with the community in response to an authentic
need
CAS enables students to enhance their personal and interpersonal development. A meaningful CAS
programme is a journey of discovery of self and others. For many, CAS is profound and life-changing. Each
individual student has a different starting point and different needs and goals.
A CAS programme is, therefore, individualized according to student interests, skills, values and background.
The school and students must give CAS as much importance as any other element of the Diploma Programme
and ensure sufficient time is allocated for engagement in the CAS programme.
The CAS stages offer a helpful and supportive framework and continuum of process for CAS students.
Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed,
students reflect on their CAS experiences and provide evidence in their CAS portfolios of achieving the seven
learning outcomes.
From: IBO (2015) ‘Creativity, Activity, Service Guide’, The Hague: IBO
For more detailed information regarding this course please click here to consult the CAS Guide.
58
CAS Assessment Overview:
Students provide the school with evidence in their CAS portfolio of having achieved each learning outcome at least once
through their CAS programme. The CAS coordinator must reach agreement with the student as to what evidence is
necessary to demonstrate achievement of each CAS learning outcome. Commonly, the evidence of achieving the seven
CAS learning outcomes is found in students’ reflections. In CAS, there are seven learning outcomes.
LO 1 Identify own strengths and develop areas for growth
DescriptorStudents are able to see themselves as individuals with various abilities and skills, of which some are
more developed than others.
LO 2 Demonstrate that challenges have been undertaken, developing new skills in the process
Descriptor
A new challenge may be an unfamiliar experience or an extension of an existing one. The newly
acquired or developed skills may be shown through experiences that the student has not previously
undertaken or through increased expertise in an established area.
LO 3 Demonstrate how to initiate and plan a CAS experience
Descriptor
Students can articulate the stages from conceiving an idea to executing a plan for a CAS experience or
series of CAS experiences. This may be accomplished in collaboration with other participants.
Students may show their knowledge and awareness by building on a previous experience, or by
launching a new idea or process.
LO 4 Show commitment to and perseverance in CAS experiences
Descriptor Students demonstrate regular involvement and active engagement in
LO 5 Demonstrate the skills and recognize the benefits of working collaboratively
DescriptorStudents are able to identify, demonstrate and critically discuss the benefits and challenges of
collaboration gained through CAS experiences.
LO 6 Demonstrate engagement with issues of global significance
Descriptor
Students are able to identify and demonstrate their understanding of global issues, make responsible
decisions, and take appropriate action in response to the issue either locally, nationally or
internationally.
LO 7 Recognize and consider the ethics of choices and actions
DescriptorStudents show awareness of the consequences of choices and actions in planning and carrying out
CAS experiences.
59
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