Programme of Studies: International Baccalaureate Diploma Programme and Career-related Programme
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Programme of Studies: International Baccalaureate
Diploma Programme and Career-related Programme
The Diploma Programme
What follows is a description of the Diploma Programme and GWA course offerings.
Alternatively, you may wish to visit the IB’s subject briefs webpage for course descriptions.
To qualify for, and continue in the Diploma Programme at GEMS World Academy, students
must meet the entrance requirements located on our school website.
Course Offerings
IB Diploma Programme students must choose one subject from each of groups 1 to 5; students
may choose either an arts subject from group 6, or a second subject from groups 1 to 4. All
course offerings are dependent upon availability.
All courses are offered at the Standard Level (SL) and Higher Level (HL) unless specified
Group 1:
Studies in
Language and
Literature
Group 2:
Language
Acquisition
Group 3:
Individuals and
Societies
Group 4:
Sciences Group 5:
Mathematics Group 6:
The Arts
English
Literature
Arabic B
(HL only)
Business
Management
Biology Mathematical
Studies SL
Music
English
Language and
Literature
French B
(ab initio SL,
SL & HL)
Economics Chemistry Mathematics
SL
Theatre
Self-Taught
Literature (SL
only)
Spanish B
(ab initio SL,
SL & HL)
Global Politics
Design
Technology
Mathematics
HL
Visual Arts
History Nature of
Science (SL
only)
Psychology Physics
Philosophy SL
(online only)
ITGS SL/HL
(online only)
Below is listed the “blocks” that highlight the course combinations offered at GWA. In addition
to the subject requirements listed above, students must take one course each block in the chart
listed below.
Registration Process
• Early January: DP/CP Orientation Day; parent information evening
• Early 5: online registration English, Individuals & Societies, Sciences and the Arts
• March-June: course selection reviewed by counselors and Grade Leaders; language
acquisition and Mathematics placements.
• June and September: possible timetable alterations based on requirements and/or preference
• October 1: final day for course changes
The Full Diploma Programme
• To qualify for, and continue in the Diploma Programme at GEMS World Academy, students
must meet the entrance requirements located on our school website.
• Students are required to take three Higher Level (HL) courses and three Standard Level (SL)
courses
• One course must be taken from each of groups 1-5. The sixth course can be taken from group
6 or a second course may be taken from groups 1-4 (several restrictions may apply).
• Students must complete all aspects of the Diploma Programme core: the Extended Essay,
CAS and the Theory of Knowledge course
• Students must complete the above requirements and score at least 24 points when DP results
are released in July at the end of the second year of the programme. See “article 13” in the
General Regulations: Diploma Programme for a detailed explanation of the requirements that
must be met in addition to achieving 24 points.
The Diploma Courses Programme
• Students are not required to take any Higher Level (HL) courses unless their Language B
placement makes it a requirement. All students must take a full schedule of six courses in
each of groups 1-5 with the sixth coming from Group 6 or Groups 1-4 (in addition to two
years of TOK.
• Students complete a 1500-2000 word research paper which will be assessed using a modified
Extended Essay/research paper marking rubric. All students must score a minimum of a “D”
on the research paper markscheme.
• Students must complete a modified TOK programme by scoring a minimum of a “D” on the
modified assessment markschemes.
• The CAS requirements for students taking the Diploma Courses route are as follows:
o Students must participate in one substantial creativity, activity and service experience
in each year of the programme.
o As part of these CAS experiences, students must meet each of the seven learning
outcomes at least once
o Students complete a quality reflection for each CAS experience
o Like the Extended Essay/Research Paper, the Diploma Courses CAS requirements are
a graduation requirements.
• 2017-18 Block Schedule for Grade 11
BLOCK 1 BLOCK 2 BLOCK 3 BLOCK 4 BLOCK 5 BLOCK 6
Math HL Physics HL English Language and
Literature HL
Physics HL Physics SL English Literature HL
Math SL Chemistry HL English Language and
Literature SL
Chemistry SL Chemistry HL English Language
and Literature SL
Math Studies Biology SL English Literature SL Biology HL Biology HL English Language
and Literature HL
French B SL Nature of Science SL French Ab Initio SL Nature of Science SL Nature of Science SL Math SL
Spanish B SL History HL Spanish Ab Initio SL Economics HL Economics HL Math Studies
French B HL History SL French B SL Business Management SL Business Management HL
Spanish B HL Global Politics SL Spanish B SL Psychology SL Global Politics HL
Self-Taught SL Global Politics HL Arabic B HL Psychology HL Global Politics SL
Business Management HL Language Development Business Management HL Psychology SL
Economics SL Philosophy SL (online) Psychology HL
Visual Arts HL ITGS SL or HL (online) Design HL
Visual Arts SL BTEC Business Design SL
Music HL BTEC Business
Music SL
Theatre HL
Theatre SL
Full Diploma students or Diploma Courses students: select one course from each column ensuring you have met the selection requirements listed below • English: Choose 1
• Language Acquisition/Self Taught: Choose 1
• Individuals and Societies (Humanities): Choose 1 or 2
• Sciences: Choose 1 or 2
• Math: Choose 1
• The Arts: Choose 0 or 1
NOTE: If you qualify for the full Diploma Programme, you need to choose 3 HLs and 3 SL
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The Diploma Programme: Core Requirements
The core of the curriculum model consists of the Extended Essay, Theory of Knowledge (TOK)
and Creativity, Action, Service (CAS). The following descriptions come directly from the IB.
Theory of Knowledge is the only aspect of the three components where students will participate
in a class. However, the teacher of this class will also be the CAS advisor for their TOK students
as well as help students get started on their Extended Essay, though they will not be students’
Extended Essay advisor. Theory of Knowledge class will also be a time where students will
reflect on personal academic goals and the Learner Profile.
Extended Essay The extended essay offers the opportunity for IB students to investigate a topic
of special interest, usually one of the student's six DP subjects, and acquaints
them with the independent research and writing skills expected at university. It
is intended to promote high-level research and writing skills, intellectual
discovery and creativity - resulting in approximately 40 hours of work. It
provides students with an opportunity to engage in personal research on a topic
of their choice, under the guidance of a supervisor. This leads to a major piece of formally
presented, structured writing of no more than 4,000 words, in which ideas and findings are
communicated in a reasoned and coherent manner, appropriate to the subject.
Theory of Knowledge (TOK) The interdisciplinary TOK course is designed to develop a coherent approach
to learning that transcends and unifies the academic areas and encourages
appreciation of other cultural perspectives. The Theory of Knowledge course is
in part intended to encourage students to reflect on the huge cultural shifts
worldwide around the digital revolution and the information economy. The
extent and impact of the changes vary greatly in different parts of the world,
but everywhere their implications for knowledge are profound. Theory of Knowledge encourages
critical thinking about knowledge itself and aims to help young people make sense of that they
encounter. Its core content focuses on questions such as the following:
• What counts as knowledge?
• How does it grow?
• What are its limits?
• Who owns know ledge?
• What is the value of knowledge?
• What are the implications of having, or not having, knowledge?
TOK activities and discussions aim to help students discover and express their views on
knowledge questions. The course encourages students to share ideas with others and to listen and
learn from what others think. In this process students' thinking and their understanding of
knowledge as a human construction are shaped, enriched and deepened. Connections may be
made between knowledge encountered in different Diploma Programme subjects, in CAS
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experiences or in extended essay research; distinctions between different kinds of knowledge
may be clarified.
Theory of Knowledge is a blended course, meaning that some of it is completed online and other
parts of it done face-to-face with a trained TOK teacher.
Creativity, Activity, Service (CAS) Creativity, action, service is at the heart of the Diploma programme,
involving students in a range of activities that take place alongside their
academic studies throughout the IB Diploma Programme. The
component's three strands, often interwoven with particular activities, are
characterized as follows:
• Creativity - exploring and extending ideas leading to an original or
interpretive product or performance
• Activity - physical exertion contributing to a healthy lifestyle
• Service - collaborative and reciprocal engagement with the community in response to an
authentic need
Creativity, activity, service (CAS) encourages students to be involved in activities as individuals
and as part of a team that take place in local, national and international contexts. Creativity,
activity, service enables students to enhance their personal and interpersonal development as
well as their social and civic development, through experiential learning, lending an important
counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be
both challenging and enjoyable - a personal journey of self-discovery that recognizes each
student's individual starting point.
The CAS programme aims to develop students who:
• enjoy and find significance in a range of CAS experiences
• purposefully reflect upon their experiences
• identify goals, develop strategies and determine further actions for personal growth
• explore new possibilities, embrace new challenges and adapt to new roles
• actively participate in planned, sustained, and collaborative CAS projects
• understand they are members of local and global communities with responsibilities towards
each other and the environment
As students engage in various activities, reflection plays a key component and is the ultimate
indication that students have undertaken and completed their CAS requirements as part of the
Diploma Programme. Student CAS goals and reflection must be directly connected to the
following seven CAS learning outcomes:
• Identify own strengths and develop areas for growth
• Demonstrate that challenges have been undertaken, developing new skills in the process
• Demonstrate how to initiate and plan a CAS experience
• Show commitment to and perseverance in CAS experiences
• Demonstrate the skills and recognize the benefits of working collaboratively
• Demonstrate engagement with issues of global significance
• Recognize and consider the ethics of choices and actions
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The Career-related Programme
In addition to the information provided below, please also visit the IBCP website
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Career-related Programme Overview
• Starting in 2013, the IBCP offers students flexibility where they can pursue academics
and gain professional skills in preparation for entering the workforce, beginning
professional certification or starting university.
• Unlike other programmes available at the secondary school level, the CP lets schools and
students design their own course of study and prioritizes students’ interests while still
providing a structured and rigorous environment.
• The Career-related Programme provides an alternative pathway for students seeking a
less theoretical and more practical education, while at the same time still receiving an IB
education.
IBCP Diploma Programme Course Requirements
• Students are required to take a minimum of 2 Standard Level (SL) Diploma Programme
courses
• One of the courses must be DP English
• The second course is recommended to come from History, Global Politics, Nature of
Science, Biology, Math SL or Studies or any of the three Arts courses
• Students may take either of these courses at the HL level if they have met the HL and
Diploma entrance requirements
• Students may also take a third course should their university requirements make it
necessary
• Students must score at least a “3” in their DP courses and complete the CP core
requirements in order to achieve the IBCP certificate
• Students must complete all requirements in the IBCP in order to receive a GWA High
School Diploma.
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Career-related Study
• Business and Economics are the most popular of our option course selections in the DP,
so we have chosen to wrap the IBCP around the Business and Technology Education
Council (BTEC) Business Diploma.
• Students will work toward achieving the BTEC Business Diploma which focuses on
practical education in business with topics of study such as:
• “The Business Environment”
• “Introduction to Marketing”
• “Creative Product Promotion”
• “Market Research in Business”
• “Recruitment and Selection in Business”
• “Managing a Business Event”
• “Developing Teams in Business”
• There are regular assessments throughout the BTEC programme with mandated internal
and external moderation. There is however not comprehensive examination like there will
be or the DP courses CP students are required to take.
• The number of hours for the two-year BTEC Diploma is the approximate hour equivalent
of two Standard Level Diploma Programme courses.
Career-related Programme: Core Requirements
Personal and Professional Skills Course Personal and professional skills course is designed for students to develop attitudes, skills and
strategies to be applied to personal and professional situations and contexts now and in the
future. In this course the emphasis is on skills development for the workplace that are
transferable and can be applied in a range of situations.
The 90 hour PPS course focuses on the five themes of:
• Personal development
o Emotional intelligence
o Managing change
o Leadership
• Intercultural understanding
o Assumptions
o Perspectives
• Effective communication
o Presentation skills
o Interview skills
• Thinking processes
o Critical thinking
o Creative thinking
• Applied ethics
o Case studies of ethical dilemmas in business
o Expectations and standards of professional behaviour
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Reflective Project The reflective project focuses on an ethical dilemma of an issue directly linked to a student’s
career-related study. A minimum of 50 hours is expected to be devoted to the reflective project
and like the Extended Essay in the DP, it is graded on an A-E scale.
At the end of the 50 hours students will submit:
• a Reflections on planning and progress form (1,000 words).
• A reflective project presented in one of two ways:
o Option 1: A written essay (maximum 3,000 words).
o Option 2 : A written essay (1,500–2,000 words) accompanied by an additional
format (film, oral presentation, interview, play or display).
o
Below are two examples of business-related reflective projects:
• Have Google and Facebook breached the privacy of their users?
• To what extent does the western consumer, in their demand for products containing
coltan, have an ethical responsibility for the war and human rights violations in the
Democratic Republic of Congo?
Service Learning Students will go through the same five steps as is part of DP CAS:
• investigation
• preparation
• action
• reflection
• demonstration
A minimum of 50 hours of service learning experiences is required where students will:
• Address the 5 learning outcomes
• Produce a service learning portfolio that includes evidence and reflections (steps 4 and 5)
on service learning experiences
• Students will look for opportunities to link service learning experiences to their CP
course work like, for example, social entrepreneurship.
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Language Development Course The ability to communicate in more than one language is essential to the IB’s concept of an
international education. The Language Development course encourages students to improve their
proficiency in a language other than their best language.
The options include, but are not limited to:
• a school-designed course
• an external provider of language development
• an online language course
• a school-monitored self-directed language study.
Over the course of more than 50 hours of course work, the Language Development programme
will be designed to develop students’ linguistic abilities through:
• oral communication
• visual interpretation
• reading comprehension
• writing skills
The most important considerations in deciding on the Language Development path that students
will take are that:
• the language studied is not the student’s best language
• language development should be a challenging educational experience
• language development should have a clear purpose for students and, if possible,
connected to a student’s career-related studies.
CP students are required to maintain and complete a language portfolio to document their
learning activities and provide evidence of language engagement and development. Students
will update the language portfolio throughout the course and their Language Development
teacher will check and discuss the language portfolio with students regularly.
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University Recognition and Preparation
University Guidelines:
Whether you are thinking of applying to universities in the UK, Canada, USA, Asia or Europe, it
is important to understand the entry requirements prior to choosing your courses. Our goal is to
match you with the most challenging courses for which you are prepared be it you follow the
Full Diploma, Diploma Courses or the Career-related Programme.
Typically, a Full IB Diploma enables you to enter 3 year degree programs in some countries such
as the UK, Australia, Asia and some universities in the US (if you earn credit for the HL subjects
you sit). IB Diploma Courses (usually at the HL level) may provide you with waiver of first year
courses and give you credit at universities in the USA and Canada.
Choosing your Higher Level Courses should be based on your career interests, academic
strengths, where you plan on pursuing your degree (which country) and teacher approval.
Below is a guide for some of the top university programmes that is by no means conclusive or
absolute as criteria will vary from country to country. If you know you will be applying to
universities in the UK or Canada please make sure to review the university course requirements
prior to completing your course request form. Both the UK and Canada may have universities
with very specific course requirements. Meeting with your high school counselor to help
determine this will be helpful and welcome.
Medical and Veterinary Sciences
• HL Biology
• HL Chemistry
• Math HL or Math SL (not Math Studies)
International Development Studies
two of:
• Global Politics
• History
• Economics
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Law and Politics
two of:
• Global Politics
• History
• Economics
Engineering
• HL Physics
• HL/SL Chemistry
• SL Math (possibly HL for highly selective universities)
Architecture and Industrial Design
• HL Visual Arts
• HL/SL Design Technology
• HL/SL Physics
• SL Math (possibly HL for highly selective universities)
Business and/or Economics
• IBCP BTEC Business Diploma
• HL Business and Management
• HL Economics
• SL Math (some universities accept Math Studies)
Psychology
• HL Psychology
• HL/SL Biology
If you are not sure what you want to study yet that is perfectly okay. Choose courses that you are
strongest in and most interested in learning about for HL.
What to do now:
• Research university entry requirements
• Talk to your current teachers about your potential to succeed in the subjects you are
thinking about taking
• Talk to current DP1 and 2 students about the course demands
• Talk to the teachers who teach the DP courses that interest you
• Meet with your counselor
Your counselors have introduced you to Naviance our online university database and career
search. Make sure you complete the “Do What You Are” survey and the Career Inventory.
Completing both of these will help you in determining which subjects you are better matched for.
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Counselors will assist you in your course selection in many of the following ways:
• Send out a survey to assist you with course selections as it relates to university and career
choices.
• Conduct assemblies.
• Meet with all students during advisory periods.
• Senior Panel during advisory.
• Grade 10 Student/Parent Presentation.
• Review Career Interest Inventory on Naviance.
• Attend presentations and visit with the university representatives.
• Consider summer programs.
• The Counseling Team is always available to help with questions. Feel free to drop by our
office during breaks
Universities consider the IB Diploma to be one of the most demanding secondary school
curricula, offering ideal preparation for post-secondary studies. A student's participation in IB
courses is, therefore, a very important consideration in admission decisions.
It is to a student's distinct advantage to have completed IB courses, but especially so if the
student is completing the IB Diploma.
For information on university recognition of the IB Diploma Programme and course credits
students can receive for DP courses visit: www.ibo.org/recognition/university/index.cfm
The DP and University Standards: Study Results If the student is to benefit during the admission process, it is essential for universities to have the
applicant's status as either a Full Diploma Student or at least a Diploma Courses Student.
• A Statement from The College and University Task Force (CURT) comprised of
university admissions officers from colleges and universities throughout North America.
“The results of this study clearly confirm the strong relationship between the IB Programme and
standards for college readiness and success. The IB standards demonstrate a very high degree of
alignment with the Knowledge and Skills for University Success (KSUS) standards in all subject
areas. In addition, many of the individual IB standards are at a level more advanced than entry-
level college courses. In short, students who participate successfully in IB should be well
prepared to succeed in entry-level college general education courses and in some cases to have
already learned material covered in such courses.” • David Conley and Terri Ward, Educational Policy Improvement Center, Eugene, Oregon
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GROUP 1: STUDIES IN LANGUAGE AND LITERATURE • English Literature
• English Language and Literature
• Language A: Self-Taught Literature
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English Language A: Language and Literature
Description: Do you like reading both non-fiction and fiction? In the
English Language and Literature class, we read a wide range of texts
including opinion columns, plays, poetry, novels, editorials, speeches,
tweets and blogs. In English A: Language and Literature students explore
the power of language, how language can be used to persuade, manipulate,
discriminate and empower. We focus on how the writer uses language in
both fiction and non-fiction and explore how context influences the use of language.
Topics Studied:
• Introduction to ‘Close Reading’ and textual analysis
• Language and the Individual; Language and Social Relations; Language and Communities;
Language and Gender; Language and Power
• Detailed study of Literary Texts
• Cultural influence on the creation of Literature
• Contextual influence on the creation of Literature
• Mass Media & Advertising; Sensationalism and Bias
IB Assessments:
Higher Level:
• Presentations (10-15 Minutes)
• Three Creative Writing Tasks (800-1000 words)
• Two Analytical Essays (800-1000 words)
• One Individual Oral Commentary (10 Minutes)
• Paper 1 (Unseen Comparative Textual Analysis)
• Paper 2 (Comparative Essay)
Standard Level:
• Presentations (10-15 Minutes)
• Three Creative Writing Tasks (800-1000 words)
• One Individual Oral Commentary (10 Minutes)
• Paper 1 (Unseen Textual Analysis)
• Paper 2 (Comparative Essay)
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English Language A: Literature
Description: Do you like reading works of imagination? In the English
literature class, we read a wide range of fiction (and some non-fiction)
including plays, novels, poetry and memoir. The readings are
challenging, but accessible. In this class we focus on understanding and
appreciating how the writer makes choices in order to create the
work. The IB assessments include an oral commentary, an oral
presentation, an un-timed literary essay and two timed exam essays.
Topics Studied:
• Introduction to ‘Close Reading’ and literary analysis
• Detailed study of Literary Texts
• Cultural influence on the creation of Literature
• Contextual influence on the creation of Literature
• Literature in Translation
• Genre study of the conventions of the literature (poetry, novels, or drama)
IB Assessments:
Higher Level:
• One Individual Oral Presentation (10-15 Minutes)
• One Individual Oral Commentary and Discussion (20 minutes)
• One Analytical Literary Essay (1500 words)
• Paper 1 (Unseen Literary Commentary)
• Paper 2 (Comparative Essay)
IB Assessments:
Standard Level:
• One Individual Oral Presentation (10-15 Minutes)
• One Individual Oral Commentary (10 minutes)
• One Analytical Literary Essay (1500 words)
• Paper 1 (Unseen Guided Literary Analysis)
• Paper 2 (Comparative Essay)
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English Literature and Language & Literature Comparison
Literature
Emphasis on studying literary texts: novels,
poetry, drama, short stories, some essays.
Language and Literature
• 50% emphasis on literary texts: novels,
poetry, drama, short stories
• 50% emphasis on non-literary texts:
journalism, mass media, essays, culture &
society.
It’s important to note that:
• Universities value both courses equally (neither is preferred).
• What you are interested in should determine your course selection.
• Both have similar assessments in terms of quantity and difficulty.
• Some texts are the same for both courses (at GWA both courses study Shakespeare, for
example).
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Language A: Self-Taught
Students can choose to study Language A: Literature in their mother tongue.
However this course is only offered at the SL level. They will be expected to
meet almost all the same syllabus requirements as for taught SL Literature
students. As per IB regulations, no student is permitted to start the self-taught
course prior to September of their Grade 11 year.
Self-taught Language A is an independent study of a rigourous Diploma Programme curriculum.
Only students who are highly motivated, well organized and have demonstrated exceptional time
management skills should consider the self-taught route.
Students wanting to do a self-taught programme who have been placed in English Language A
are highly recommended to take the English Literature course. This course teaches students
all of the necessary skills to prepare for their self-taught exams in ways that the Language and
Literature course does not.
The school does not provide tutors for the self-taught programme, but does recommend students
work with a tutor. A teacher of English Language A is appointed to supervise and advise the self-
taught candidate. Self-taught students will be expected to regularly attend scheduled classes to
meet with their self-taught supervising teacher.
The teacher, in collaboration with the DP coordinator, will:
• advise the candidate on choosing a course of study that conforms to IB regulations
• ensure that the candidate has access to the works chosen before starting the course of study
• ensure that the candidate is studying the works agreed upon with the supervising teacher
• provide guidance on the techniques required for such tasks as essay writing and the
commentary
• give the candidate a clear idea of the course of study, the papers to be taken, their format and
link to the course studied
• provide the candidate with the document Language A: literature school supported self-taught
alternative oral assessment procedures and past examination papers
• provide the candidate with the published genre questions for the formal oral commentary
specific to the examination session.
• supervise the work required for part 1 works in translation
• ensure that the candidate has regular access to the Language A: literature guide and is
familiar with the assessment criteria for all assessed components.
If more than one student is taking the same self-taught language the booklists must be the same.
The teacher, in collaboration with the DP coordinator, will work with students and possibly
tutors to choose an appropriate booklist
Students planning to complete the self-taught programme may only begin in September of a
student’s Grade 11 year. Booklists will not be approved until the start of the Diploma
Programme.
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The languages listed here have historically been available for study though the list does change
to a limited degree on a yearly basis so students should check with the Diploma Programme
Coordinator before selecting the self-taught route:
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GROUP 2: LANGUAGE • Arabic HL
• French Ab Initio, SL & HL
• Spanish Ab Initio, SL & HL
• English B HL
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Language B: Ab Initio (SL Only)
Description: The Ab Initio language acquisition course (Latin for “from
the beginning”) focuses on intercultural understanding as well as oral and
written communication by developing language skills for learners with
little or no experience of the target language. The most important
consideration is that the language Ab Initio course should be a challenging
educational experience for the student. If it has been deemed that a
student has the degree of experience and capabilities for which Ab Initio
would no longer be a challenging educational experience then GWA students have two options.
First, they can continue in the recommended level of the programme (Language B SL) or they
can take an Ab Initio course in a language with which they have “little or no prior experience”.
Please see the language placement procedures that follow.
Language B Ab Initio courses are offered in the following languages at GWA:
• French
• Spanish
Topics Studied:
Individual and Society: Personal details, appearance and character; education; daily routines;
shopping; relationships; food and drink; physical health
Leisure and Work: employment; sport; entertainment, transport; holidays; media, technology
Urban and Rural Environment: Physical geography; neighborhood; town and services; weather;
environmental concerns; global issues
IB Assessments:
External Assessment
Paper 1 (1 hour 30 minutes): Comprehension skills - 40 questions based on four written texts.
Paper 2 (1 hour): Production of a written text - two compulsory writing exercises.
Written Assignment: Comprehension and production of text - a piece of writing, 200–300 words,
in the target language carried out during student’s own time under teacher’s guidance.
Internal Assessment
Recorded individual oral discussion:
• Part 1: Presentation of a picture by the student
• Part 2: Follow-up questions
• Part 3: General conversation
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Language B: Standard and Higher Level
Description: Language B is an additional language-learning course
designed for students with some previous learning of that language. It
may be studied at either SL or HL. The main focus of the course is on
language acquisition and development of language skills. These
language skills will be developed through the study and use of a range
of written and spoken material. Such material will extend from everyday
oral exchanges to literary texts and will be related to the culture(s)
concerned. The material should be chosen to enable students to develop mastery of language
skills and intercultural understanding. It should not be intended solely for the study of specific
subject matter or content.
Language B courses are offered in the following languages at GWA:
• Arabic
• French
• Spanish
• English (HL Only)
Distinction Between SL and HL
Both Standard Level and Higher Level courses give students the possibility of reaching a high
degree of competence in an additional language while exploring the culture(s) where that
language is spoken. The courses aim to develop the students’ linguistic competence and
intercultural understanding.
There is a common syllabus at SL and HL (with literature as an additional component of the HL
course). The differences between levels are determined by the assessment objectives, the depth
and breadth of syllabus coverage, the assessment details, the assessment criteria, literature
coverage and suggested teaching hours.
Topics Studied:
SL and HL:
• Social relationships
• Information communication technology
• The media
• Leisure activities
• Health
• Science and technology
• Customs, celebrations and traditions
• Global issues with a specific focus on fair trade and environmental sustainability
• Cultural diversity: language, culture and emigration
Literature Study (HL Only):
• Students will have to read 2 short novels over the course of the 2 years.
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IB Assessments:
Paper 1 (1 hour 30 minutes): Comprehension skills
SL: 45 comprehension questions on four written texts.
HL: 60 questions based on five written texts.
Paper 2 (1 hour): Production of a written text
SL: One writing task of 250-400 words from a choice of five
HL: Two compulsory writing tasks
A. 250-400 written task selected from a choice of five
B. Argumentative Response of 150-250 words to a stimulus text
Written Assignment Comprehension and production of a text
SL: Creative writing of 300-400 words, plus a 150-200 word rationale based on a research of
sources on one of the core topics under the guidance of the teacher.
HL: Creative writing of 500-600 words, plus a 150-200 words rationale, based on the literary
texts read under the guidance of the teacher.
Internal Assessment: SL&HL
Individual Oral: 15 minutes preparation time and a 8 to 10 minute presentation and discussion
with the teacher on a topic provided by the teacher.
Interactive Oral Activity: Three class room activities on a topic provided by the teacher assessed
by the teacher
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Language Placement Procedures
It is our goal at GWA to provide our students with the best education we can and help them be as
successful as possible. As an authorized International Baccalaureate school it is essential that we abide by
IB standards and practices. To this end, it is important that we share the Diploma Programme language
placement procedure and policy outlined for us by the IB. For more detailed information on GWA’s
Language Policy, please click here.
Regarding student placement the IB says the following: “All final decisions on the appropriateness of the
course for which students are entered are taken by coordinators in liaison with teachers, using their
experience and professional judgment to guide them.”
At GWA, Grade 10 teachers, in consultation with the Grade 11 teachers, while reflecting on student
language portfolios, will make the decision on the appropriate DP course. Should a student not be
comfortable with the placement made they can always choose to study a different language at the level
reflective of their experience.
The beginner level course in the Diploma Programme is the ab initio course (Latin for “from the
beginning”). Regarding placement in this course, the IB explains that it is “designed for students with
little or no prior experience [emphasis original] of the language they wish to study...The most important
consideration is that the language ab initio course should be a challenging educational experience for the
student.” To this end, no student at GWA with more two or more years of experience in a language is
permitted to take the ab initio course. There may be cases where students with less than two years are also
not a fit for the ab initio programme. If teachers determine that a student is no longer at the beginner stage
they will be required to move to the SL programme in the same language or to study a different language
at the level reflective of their experience. For example, students may choose to take an ab initio course in
a language with which they have “little or no prior experience”.
Students who are fluent in a language and are no longer at the acquisition stage cannot be enrolled in a
Language B course in that language, no matter the level. Language B courses are meant for language
learners; once fluency has been achieved students are then required to study that language in Group 1:
Studies in Language and Literature. In most cases this would mean studying literature in the language of
fluency via the school supported self-taught route that the IB makes available in a variety of languages. At
GWA we have a DP literature teacher dedicated to assisting students through the self-taught option at
both the Grade 11 and Grade 12 levels. The other option is to take a Language B course that is
appropriate to a student’s capabilities. For example, a student could take an ab initio course in a language
with which they have “little or no prior experience”. For students that have some oral fluency but have
little experience in writing and reading in that language, the Language B HL may be an appropriate fit,
however, the Language B SL and ab initio programmes are not an option. The Language B HL
programme will build on the oral skills already in place to help the student improve their reading and
writing skills. Ultimately the decision regarding the fit for a Language B HL course will be that of the
teacher and DP Coordinator.
Arabic Requirement: Students of the following nationalities (as identified by their passport) must take
Arabic B HL. Algeria, Bahrain, Djibouti, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Mauritania,
Morocco, Oman, Palestine, Qatar, Saudi Arabia, Somalia, Sudan, Syria, Tunisia, UAE, Union of the
Comoros and Yemen. GWA students wanting to continue their Arabic B language development may opt
for Arabic B SL programme.
27
It is our goal to help students to be as successful as possible while at the same time ensuring the Diploma
Programme is rigourous and academically challenging – both of which are goals of the IB in general and
the DP in particular.
Prior Learning and Course Placement
Many factors determine the group 2 course that a student should take: the student’s best language, the
language(s) spoken at home and at school, and any previous knowledge of the language of study. The
most important consideration is that the Language B course should be a challenging educational
experience for the student, offering not only the opportunity to learn an additional language, but also the
means of learning, appreciating and effectively interacting in a culture different from the student’s own.
All final decisions on the appropriateness of the course for which students are entered are taken by the
Diploma Programme Coordinator in liaison with Language B Team Leader and the Language B teachers,
using their experience and professional judgment to guide them.
While DP Language Acquisition placement is at the discretion of the DP Coordinator and the Language
Acquisition Team Leader, the following guidelines will be used as a framework for placement:
• Admission for Ab Initio course: less than 2 years of prior learning
• Admission in Group 2 Standard Level course (SL): will be at the sole discretion of the student’s G10
and G11 language teachers, Language Acquisition Team Leader and the DP Coordinator.
• Admission into Group 2 Higher Level course (HL): will be at the sole discretion of the student’s G10
and G11 language teachers, , Language Acquisition Team Leader and the DP Coordinator.
When making placement decisions, teachers will consider the following:
• Maintaining momentum toward language acquisition
• Languages spoken at home
• Experience in immersion or bilingual programmes
• Previous education in a curriculum taught entirely in the target language
• MYP language acquisition portfolio
• Ensure the course is a challenging educational experience
• The language acquisition goals that the student and parents have
• Other languages known by the student
• Student’s ability to transfer language learning skills between similar languages
If it has been deemed that a student has the degree of experience and capabilities for which ab initio
would no longer be a “challenging educational experience” (IB, 2011) GWA-Dubai students have two
options. First, they can continue in the recommended DP Language Acquisition course or they can take an
ab initio course in a language with which they have “little or no prior experience”.
International Baccalaureate DP Language Course Placement Guide
The following table is provided to assist teachers in placing students in an appropriate language course.
Each course is described through statements explaining the learning outcomes that students who complete
the course with a grade 4 or above (where grade 1 is “very poor” and grade 7 “excellent”) will be able to
achieve by the end of the course.
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Course Receptive Skills Productive Skills Interactive Skills
Language
ab initio SL
Understand, both orally and in
writing, simple
sentences and some more
complex sentences
related to the three
themes and related topics.
Understand simple
authentic (adapted
where appropriate)
written texts and
questions related to
them in the target language.
Express information fairly accurately,
in both writing and in speech, using a
range of basic vocabulary and
grammatical structures.
Communicate orally and respond
appropriately to Most questions on the
three prescribed themes and related
topics.
Communicate clearly, in writing, some
simple information and ideas in
response to a written task.
Understand and respond
clearly to some information
and ideas within the range of
the three prescribed themes
and related topics.
Engage in simple
conversations.
Demonstrate some
intercultural understanding by
reflecting on similarities and
differences between the target
culture(s) and the student’s
own and by providing some
appropriate examples and
information.
Language B
SL
Understand
straightforward
recorded or spoken
information on the
topics studied.
Understand authentic
written texts related to
the topics studied and
that use mostly everyday
language.
Communicate orally in order
to explain a point of view on a
designated topic
Describe with some detail
and accuracy experiences,
events and concepts.
Produce texts where the use
of register, style, rhetorical
devices and structural elements are
generally appropriate to the audience
and purpose.
Demonstrate interaction
that usually flows coherently,
but with occasional
limitations
Engage in conversations on
the topics studied, as well as
related ideas.
Demonstrate some
intercultural engagement with
the target language and
culture(s).
Language B
HL
Understand complex recorded or
spoken information on the topics
studied.
Appreciate literary works
In the target language.
Understand complex authentic
written texts
related to the topics
studied
Communicate orally in order to explain
in detail a point of view.
Describe in detail and accurately
experiences and events, as well as
abstract ideas and concepts.
Produce clear texts where the use of
register, style, rhetorical devices and
structural elements are appropriate to
the audience and purpose.
Produce clear and convincing
arguments in support of a point of
view.
Demonstrate interaction that
flows coherently with a degree
of fluency and spontaneity.
Engage coherently in
conversations in most
situations.
Demonstrate some
intercultural engagement with
the target language and
culture(s).
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GROUP 3: INDIVIDUALS AND SOCIETIES
• Business Management
• Economics
• Global Politics
• History
• Psychology
• Philosophy (online)
• Information Technology in a Global Society (online)
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Business Management
Description: The course gives students an overview of how businesses
operate and the strategies they use to reach their objectives. Students are
given the opportunity to apply theory, make business decisions and be
creative. Contemporary case studies are used to bring the subject to life.
Topics Studied:
Business Organization and Environment: How to set up a business and the associated challenges,
growth strategies and use of decision making tools.
Human Resource Management: Organizing, training, recruiting and motivating people for
businesses.
Finance and Account: Constructing and interpreting financial statements, cash flow forecasting,
investment appraisal, break-even analysis and budgeting (with budget variance analysis).
Marketing: The 4 p’s – price, product, place and promotion and the additional 3 p’s for services
including processes, people and physical environment.
Operations Management: Stock control, capacity utilization, production methods and quality
assurance.
IB Assessments:
Standard Level: Two written exams and one internal assessment. Paper one is a 1 hour 15 minute
exam based on a pre-seen case study and paper 2 is a 1 hour 45 minute exam focused on short
case studies and a question based on two of the six concepts. Both exams give the candidate a
choice of questions to answer. The internal assessment is a 1500 word written commentary about
a problem or an issue a particular business is facing. Students write the research question and
select the business they wish to research.
Higher Level: Two written exams and one internal assessment. Paper one is a 2 hour 15 minute
exam based on a pre-seen case study and paper 2 is a 2 hour 15 minute exam focused on short
case studies and a question based on two of the six concepts. Both exams give students a choice
of questions to answer. The internal assessment is a 2000 word written report advising a business
on a decision. The report is based on primary research meaning students will have to directly
contact the business. Students write the research question and select the business they wish to
research.
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Economics
Description: If you have ever wondered why China is the fastest developing
country in the world; why less developed countries don’t simply print more
money; why 2 percent of the world controls 50 percent of the world’s wealth; why
sports stars are paid $500,000 per week when 1.4 billion people live on less than
$9 per week or why exchange rates change then DP Economics is the course for you.
Topics Studied:
Microeconomics: How markets work, how prices are set and how the role of the government in
providing good and services.
Macroeconomics: What the government’s economic targets are and what tools they can use to
achieve them.
International Economics: How and why countries trade with each other.
Development Economics: Why some countries develop faster than others and what developing
countries can do to develop faster.
IB Assessments:
External Assessments
SL – Two 1.5 hour exams with supporting case studies where students respond to a range of
short and long answer questions based on the topics listed above.
HL – Two 1.5 hour exams and one 1-hour exam with supporting case studies where students
respond to a range of short and long answer questions based on the topics listed above.
Internal Assessments
Both HL and SL students are required to complete four internal assessments for HL and SL will
be 750 word commentaries based on articles of your choice.
32
Global Politics
Description: This course explores fundamental political concepts, such
as power, equality, sustainability and peace, in a range of contexts and
through a variety of approaches. It allows students to develop an
understanding of the local, national, international and global dimensions
of political activity as well as allowing them the opportunity to explore
political issues affecting their own lives. While the key concepts are
prescribed, the context in which global politics is studied determines which contemporary
political issues are most relevant to explore and which examples and case studies are of most
interest to students.
Topics Studied:
All standard level and higher level students complete a common core entitled “people, power and
politics”. This consists of four units
• Power, sovereignty and international relations
• Human rights
• Development
• Peace and conflict
Higher Level Topics:
• Environment
• Poverty
• Health
• Identity
• Borders
• Security
IB Assessments:
External Assessments
Paper 1 (SL & HL): Students respond to four questions based on four documents
Paper 2 (SL): Extended response paper based on the four core units. Students must write two
essays from a choice of eight, each selected from a different core unit.
Extended response paper based on the four core units.
Paper 2 (HL): Students must write three essays from a choice of eight, each selected from a
different core unit.
HL extension oral component: Externally assessed oral presentation of selected political issues in
two case studies from two different HL extension topics. A 10-minute presentation per case
study.
Internal Assessment
Engagement activity: This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course. Students undertake an engagement activity and
then produce a 2000 word report analysing the political issue explored in that activity.
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History
Description: History is more than the study of the past. It is the process
of recording, reconstructing and interpreting the past through the
investigation of a variety of sources. It is a discipline that gives people an
understanding of themselves and others in relation to the world, both past
and present.
Students of history will learn how the discipline works. It is an exploratory subject that poses
questions without providing definitive answers. In order to understand the past, students must
engage with it through both exposure to primary historical sources and the work of historians.
Historical study involves the selection and interpretation of data and critical evaluation of it.
Students of history should appreciate that historical knowledge changes as each generation
applies a different lens to history and as more evidence emerges. A study of history requires and
develops an individual’s understanding of, and empathy for, people living in other periods and
contexts.
Topics Studied Standard Level (SL) and Higher Level (HL) students will study: • The Move to Global War (1919-1945)
• Causes and effects of wars (20th Century) – As a class, three of the following are chosen for
study: WWI, WWII, Chinese Civil War, Spanish Civil War, Vietnam War
• Authoritarian States (20th Century) – As a class, three of the following are chosen for study:
Stalin (USSR), Hitler (Germany), Mussolini (Italy), Hussein (Iraq), Mao (China), Duvalier
(Haiti)
HL students will study the history of Europe. As a class, three of the following are chosen for
study: • Europe and the First World War (1914-1918
• European states in the inter-war years (1918–1939)
• Versailles to Berlin: Diplomacy in Europe (1919–1945)
• The Soviet Union and post-Soviet Russia (1924–2000)
• Post-war western and northern Europe (1945–2000)
IB Assessments External Assessments Paper 1 (SL & HL): Students respond to four questions based on four documents Paper 2 (SL & HL): Two essay questions Paper 3 (HL only): Three essay questions Internal Assessment Historical investigation: In-depth, 2200-word investigation into a topic of a student’s choosing.
34
Psychology
Description: The IB Psychology course aims to scientifically explore human
behavior and mental processes. It looks at the different factors that influence human
behavior, like biology, genetics, information processing, environment and culture.
There is a large emphasis on research methods and how psychology, as a science,
gathers data.
Topics Studied:
• The biological level of analysis (brain, nervous system, genetic, evolution)
• The cognitive level of analysis (information processing, memory processes)
• The sociocultural level of analysis (attitudes, stereotype theories, conformity, group processes,
culture differences)
• Human relationships (altruism, attraction and mating, violence)
• Research methods in used psychology (experiments, correlations, statistics)
At HL level students are required to study:
• Abnormal psychology (defining mental disorders, symptoms, diagnosis, treatment)
• Qualitative research methods (case studies, interviews, observations)
IB Assessments:
Paper 1: Three short essays and one long essay on biological, cognitive and sociocultural levels
of analysis
Paper 2: One long essay on human relationships
HL Only: One long essay on abnormal psychology
Paper 3 (HL only): Three short essays on use of qualitative research methods in psychology
Internal Assessment (SL & HL): Replication of a simple psychological study and a research
paper based on the results
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Online Offerings: Philosophy SL and ITGS SL and HL
Online courses are offered through the only IB-approved distributor, Pamoja Education. Pamoja
online teachers are experienced DP teachers that are often DP examiners. We have a GWA
liaison who works in supporting students who may be falling behind, etc. Nevertheless, online
learning requires a significant degree of independence, organization and self-motivation.
Students will these characteristics are much more likely to see success using the online platform.
All online classes will be regularly scheduled into student’s timetables, with teacher supervision.
Philosophy SL
• Pamoja Education: http://www.pamojaeducation.com/online-courses/ib-philosophy-sl/
• IB Subject Brief:
http://www.ibo.org/programmes/diploma-programme/curriculum/individuals-and-
societies/philosophy/
Information Technology in a Global Society HL or SL
• Pamoja Education Subject Brief (HL): http://www.pamojaeducation.com/online-courses/ib-
itgs-hl/
• Pamoja Education Subject Brief (SL): Information Technology in a Global Society SL:
http://www.pamojaeducation.com/online-courses/ib-itgs-sl/
• IB Subject Brief (SL and HL): http://www.ibo.org/programmes/diploma-
programme/curriculum/individuals-and-societies/information-technology-in-a-global-society/
36
GROUP 4: SCIENCES • Biology
• Chemistry
• Design Technology
• Nature of Science (SL Only)
• Physics
37
Biology
Description: Have you ever wondered how being different from each other has been what has allowed species to survive? Is genetic engineering a good or bad
thing? How do you know? How do plants provide more food than they need so
that we can survive? Would you like to find out more about the ecology of the
desert in which we live and how different plants are adapted to survive in these
harsh conditions?
If you have a natural curiosity about the living world and a desire to seek answers to open-ended
questions in an international context you will enjoy DP Biology. This course also has an emphasis on
the nature of science that promotes an understanding of how scientists justify knowledge claims and an understanding of the scientific world view. Through experience, knowledge and reflection you
will become trained to approach uncertainty scientifically and conduct experiments and lab activities
which are exciting and allow you to explore the questions you desire answers to.
Topics Studied:
• Cell and molecular biology
• Genetics
• Ecology
• Evolution
• Biodiversity
• Human physiology
Additional HL topics are:
• Nucleic acids
• Metabolism
• Cell respiration and photosynthesis
• Plant physiology
• Animal physiology
Students will also study the following options: Human Health & Physiology including human nutrition, digestion, functions of the liver, heart,
hormones and metabolism, and transport of respiratory gases.
IB Assessments:
The practical activities programme of the courses is central component of the course and consists of
40 hours at the SL level and 60 at the HL level. As well, there is a project where all students studying
science will work together on a collaborative scientific investigation, off campus for a day to study
real-life science in a real-life scenario. (compulsory)
The Internal Assessment: This task will consist of one major investigation or scientific exploration –
10 hours lab time allocated as block release time outside of usual lessons.
Paper 1: multiple choice questions
Paper 2: structured longer answer questions
Paper 3: This component also has longer answer questions based on the options component of the
course
38
Chemistry
Description: Did you ever see a fireworks display and wonder how it’s possible to produce those colourful and intricate designs in the air? Did you
know that the ‘lead’ in you pencil is made of the same atoms as a diamond
(carbon) and wonder how this is really possible? Have you read about how
the dinosaurs ruled the world for millions of years and suddenly
disappeared? Did you know it was chemistry that figured out the science of
why this probably happened? Chemistry is an experimental science – that means that if you enjoy
laboratory work and carrying out investigations you will enjoy this course. Do you have an enquiring
mind and want to better understand the nature of the living and physical world, are you a logical and
analytical thinker?
Topics Studied:
• Stoichiometric relationships (chemistry calculations)
• Atomic structure
• Periodicity
• Chemical bonding and structure
• Energetics and thermochemistry
• Chemical kinetics
• Equilibrium
• Acids and bases
• Redox processes
• Organic chemistry
• Measurement and data processing
Students will also study the biochemistry option.
IB Assessments:
The practical activities programme of the courses is central component of the course and consists of
40 hours at the SL level and 60 at the HL level. As well, there is a project where all students studying
science will work together on a collaborative scientific investigation, off campus for a day to study
real-life science in a real-life scenario. (compulsory)
The Internal Assessment: This task will consist of one major investigation or scientific exploration –
10 hours lab time allocated as block release time outside of usual lessons. Paper 1: multiple choice questions.
Paper 2: structured longer answer questions.
Paper 3: This component also has longer answer data analysis questions as well as questions based
on the options component of the course.
39
Design Technology
“There's no learning without trying lots of ideas and failing lots of times”, Jonathon Ives. Vice President of Design at Apple Mac. In Design Technology, students combine practical and technological skills with
creative thinking to design and make products and systems that meet human
needs. They learn to use current technologies, like Computer Aided Design
(CAD) and Computer Aided Manufacture (CAM), and consider the impact of
future technological developments. Students learn to think creatively while developing real-world skills in
problem solving, project planning, communication and time management. The subject is an ideal choice
for those students interested in a future design-related education or careers, whether that be industrial,
product, fashion, architecture, automotive or graphic design, as well as any engineering or manufacturing
industries. With obvious links to Science and Arts, it also has strong connections with Business
Management as a lot of the theoretical knowledge taught examines modern manufacturing and business
strategies used in modern industry.
Prerequisites: It is highly recommended that only students who have taken Design Technology in Grades
9 and 10 register for Diploma Programme Design Technology.
Topics of Study:
During the 2 year course, six core topics will be studied by both Standard Level (SL) and Higher Level
(HL) students. Higher Level students will study an additional 4 Topics. See below.
Core topics studied by all students:
• Human Factors and Ergonomics
• Resource Management and Sustainable Production
• Modelling
• Raw Materials to Final Product
• Innovation and Design
• Classic Design
Topics for HL students only:
• User Centred Design (UCD)
• Sustainability
• Innovation and Markets
• Commercial Production
IB Assessments
External Assessments: The topics listed above will be assessed in a series of IB World Exams at the end
of Grade 12. Standard and Higher Level Students will sit 2 papers, that cover all the Core theory. Higher
Level students will also sit a third paper that covers the additional higher level topics. Each exam is
equally weighted. All exams add up to 60% of the final IB Grade.
Internal Assessments: Students will produce one Major Design Project worth 40% of the IB Grade. This
begins in Grade 11 and is completed in Grade 12. Students will undertake small design tasks prior to this
to build up skills and knowledge of the required work. Higher Level students have two additional criteria
to be assessed as part of the project.
40
Physics
Description: Students who have the desire to understand why things work in
the way they do will likely enjoy Physics. It is the most fundamental of the
sciences as it seeks to explain the universe itself; from the smallest particles to
vast galaxies. The course is suited to students who have an enquiring mind and
want to better understand the fundamental nature of the physical world and who
enjoy developing their experimental and investigative skills. Students who are
logical and analytical thinkers and enjoy solving mathematical problems will find this course
exciting. Students will also explore the social and ethical responsibilities of science and
scientists.
At the centre of the physics course is an emphasis on the nature of science that promotes an
understanding of how scientists justify knowledge claims and an understanding of the scientific
world view. Through experience, knowledge and reflection the student will become trained to
approach uncertainty scientifically and will develop aspects of the learner profile.
Topics Studied:
• Measurements and uncertainties
• Mechanics
• Thermal physics
• Waves
• Electricity and Magnetism
• Basic relativity and gravitation
• Atomic, nuclear, and particle physics
• Energy production
Students will also study the following
options:
Communications and imaging: Imaging the
universe (lenses and telescopes); imaging
the earth (satellites); fibre optics; imaging
the body.
Additional HL topics are:
• Thermodynamics
• Wave phenomena
• Electromagnetic induction
• Quantum and nuclear physics
• Fields at work
IB Assessments:
The practical activities programme of the courses is central component of the course and consists
of 40 hours at the SL level and 60 at the HL level. As well, there is a project where all students
studying science will work together on various collaborative scientific investigations.
(compulsory)
The Internal Assessment: This task will consist of one major investigation or scientific
exploration. 10 hours lab time allocated as block release time outside of usual lessons.
Paper 1: multiple choice questions
Paper 2: structured longer answer questions
Paper 3: This component also has longer answer questions based on the options component of
the course and also scientific skills associated in scientific research
Nature of Science (SL Only)
Description: What has science contributed to human development since man’s appearance and what are the global challenges to ourselves and the
environment? What do we know about the first 3.7 billion years of the
universe before man’s existence and how do we know it? What global
problems can science solve?
This is a brand new pilot course which is divided equally between Biology, Chemistry and Physics
topics. It was designed to keep students interested in the sciences and promote critical thinking and
analysis skills. At the centre of the Science course is an emphasis on the nature of science that
promotes an understanding of how scientists justify knowledge claims and an understanding of the
scientific world view. What is science? Are there different types of science? What is the difference
between pure science, applied science and technology? Is science good or bad?
Topics Studied:
There are 3 basic modules to the DP SL Nature of Science course. The course begins with a module
that outlines the Nature of science, the overarching theme that guides, and is embedded within, the rest
of the course. The second module illustrates the philosophical methods that science uses to answer
questions about our origins and the origins of the universe. The basic question to be addressed will be:
How do we know about the past origins of ourselves and our environment even though we cannot
observe them directly? In the final module, contexts will be used to examine unfolding sciences and
technologies of the 21st century. Contexts include: food science (a broad area that includes deep ethical
considerations, eg genetic modification), modern materials (an area that can include areas such as the
use of technology to build on the output of pure science), transport issues (modelling, etc). The IB recognize that this may be the last exposure to formal science teaching for many who graduate from it.
The over-riding concern is that students should emerge as individuals fully aware of the power of the
scientific process, of the ethical issues that surround its practice, and of the wider interaction of science
with society in general.
IB Assessments:
The practical activities programme of the courses is central component of the course and consists of
55 hours. It is only offered at SL level. As well, there is a project where all students studying science
will work together on various collaborative scientific investigations. (compulsory)
The Internal Assessment: This task will consist of 25 hours of individual investigation or scientific exploration. 15 hours lab time allocated as block release time outside of usual lessons.
Paper 1: An understanding of Nature of Science through contextual elements of the scientific subject
matter in all 3 areas of science studied.
Paper 2: An understanding of Nature of Science independent of the scientific subject matter. It is an
opportunity for students to apply the knowledge and skills they have obtained throughout the course
to novel scenarios.
GROUP 5: MATHEMATICS • Mathematical Studies (SL)
• Mathematical SL
• Mathematical HL
Mathematical Studies (SL Only)
Description: The IB Diploma Programme Mathematical Studies SL course,
is for students with varied backgrounds and abilities. Math Studies
emphasizes the application of mathematics and a large section of the
content is on statistical techniques. Students who choose this course are
well prepared for careers or further studies in social sciences, humanities,
languages and arts. Students will be able to utilize statistics and the logical
reasoning that they have learned as part of this course.
Topics Studied:
• Number and algebra: this topic introduces basic elements and concepts of mathematics and
links them to financial applications
• Descriptive statistics: this topic aims to develop techniques to describe and interpret sets of
data in preparation for further statistical applications.
• Logic, sets and probability: this topic aims to introduce students to the principles of logic, to
use the set theory and introduce probability by solving the likelihood of random events.
• Statistical applications: students will develop techniques in inferential statistics in order to
analyze sets of data, interpret and conclude. Topics link to other courses such as biology and
psychology.
• Geometry and trigonometry: students will learn to draw clear diagrams in two dimensions
and to apply appropriate geometric and trigonometric techniques to problem solving.
• Mathematical models: Students will learn mathematical functions that can be used to model
practical situations. The graphic display calculator will be used extensively as part of this
topic.
• Introduction to differential calculus: introduces the derivative of a function concept and how
to apply it to optimization and other problems.
IB Assessments:
External Assessment:
Paper 1 (1.5 hours: 40 % of course) 15 short response questions with a graphic display calculator
used
Paper 2 (1.5 hours: 40 % of course) 6 extended response questions with a graphic display
calculator used
Internal Assessment (20 % of course): The internal assessment is an individual project; a piece of
written work based on personal research involving the collection, analysis and evaluation of data.
Projects may involve modeling, investigations, applications or statistical surveys. Students must
demonstrate the ability to use mathematics learned during the course.
Mathematics Standard Level
Description: This course caters for students who already possess a good
knowledge of many mathematical concepts and who are equipped with
the skills needed to apply mathematical techniques correctly. Many
students taking Mathematics SL will expect to need a sound
mathematical background as they prepare for their future studies. The
course focuses on introducing important mathematical concepts through the development of
mathematical techniques. The intention is to introduce students to these concepts in a
comprehensible and coherent way, rather than insisting on the mathematical rigour required for
mathematics HL
Topics Studied:
Algebra: The aim of this topic is to introduce students to some basic algebraic concepts and
applications.
Functions and equations: Students will explore the notion of a function as a unifying theme in
mathematics, and to apply functional methods to a variety of mathematical situations. It is
expected that extensive use will be made of technology in both the development and the
application of this topic, rather than elaborate analytical techniques
Circular functions and trigonometry: Students will explore circular functions and solve problems
using trigonometry.
Vectors: this topic will provide a basic introduction to vectors that will include both algebraic
and geometric approaches.
Calculus: This topic will introduce students to the basic concepts and techniques of differential
and integral calculus and their applications.
IB Assessments:
External Assessment:
Paper 1 (40% of final grade): A 90 minute non-calculator exam with one section of short
response questions and a second section with extended response questions
Paper 2 (40% of final grade):A 90 minute graphic calculator exam with one section of short
response questions and a second section with extended response questions
Internal Assessment (20% of final grade):
Mathematical exploration: Students will select a topic of their own choosing to investigate that
may be a mathematical problem or a math issue connected to the real-world.
Mathematics Higher Level (HL)
Description: This course caters to students with a very strong background in
mathematics who are competent in a range of analytical and technical skills.
The majority of these students will be expecting to include mathematics as a
major component of their university studies, either as a subject in its own right
or within courses such as physics, engineering and technology. Others may
take this subject because they have a strong interest in mathematics and enjoy meeting its
challenges and engaging with its problems.
Topics Studied:
Algebra: The aim of this topic is to introduce students to some basic algebraic concepts and
applications.
Functions and equations: Students will explore the notion of a function as a unifying theme in
mathematics, and to apply functional methods to a variety of mathematical situations. It is
expected that extensive use will be made of technology in both the development and the
application of this topic, rather than elaborate analytical techniques
Circular functions and trigonometry: Students will explore circular functions and solve problems
using trigonometry.
Vectors: this topic will provide a basic introduction to vectors that will include both algebraic
and geometric approaches.
Calculus: This topic will introduce students to the basic concepts and techniques of differential
and integral calculus and their applications.
Selected option – Calculus: The aims of this option are to introduce limit theorems and
convergence of series, and to use calculus results to solve differential equations.
IB Assessments:
External Assessments
Paper 1 (2 hours) No calculator allowed (30% of final grade)
Section A: short-response questions
Section B: extended-response questions
Paper 2 (2 hours) Graphic display calculator required (30% of final grade)
Section A: short-response questions
Section B: extended-response questions
Paper 3 (1 hour) Graphic display calculator required (20% of final grade)
Extended-response questions based mainly on the selected option (see topics studied)
Internal Assessment (20% of final grade)
Mathematical exploration: Students will select a topic of their own choosing to investigate that
may be a mathematical problem or a math issue connected to the real-world.
GROUP 6: THE ARTS • Music
• Theatre Arts
• Visual Arts
Music
Description: The aims of the Diploma Music course are to provide an
exploration and study of music existing throughout the world as well as a
breadth of musical experiences whereby candidates will analyze, identify,
compare, and contrast a variety of musical genres. Students will be supported in
developing creativity in knowledge, abilities, and understanding of performance
and composition and assistance in developing awareness of the skill set required
for holistic musicians.
All candidates are expected to develop and demonstrate skills and knowledge in the following
areas:
• Performance (group or solo)
• Composition
• Musical contexts
• Analysis of Music
• Musical terminology and vocabulary
• Music theory
Topics Studied:
• Music history (styles, genres, context/time and place)
• Theory (note reading, key centers, score reading, instrument identification)
• Performance techniques
• Compositional approaches.
• All learning engagements/topics use the elements of music i.e. Pitch, Duration, Tone Color,
Texture, Dynamics and Expressive Techniques, and Structure.
IB Assessments:
• Creating (3 compositions)
• Performing (20min solo for HL, 20min group for SL)
• Musical Links Investigation (2000 word script comparing works from two musical cultures)
• Listening analysis (2.5 hour listening exam)
Theatre
Description: Theatre will enable students to explore theatre in a
variety of contexts and understand how these contexts inform practice
(theatre in context). Theatre will also help students understand and
engage in the processes of transforming ideas into action (theatre
processes) and develop and apply theatre production, presentation and
performance skills, working both independently and collaboratively
(presenting theatre).
Topics Studied:
Theatre in Context: This area of the syllabus addresses the students’ understanding that theatre
does not occur in a vacuum. Students examine the personal, theoretical and cultural contexts that
inform theatre-making and the ways in which these affect and influence creating, designing,
directing, performing and spectating.
Theatre Processes: This area of the syllabus addresses the students’ exploration of the skills,
techniques and processes involved in theatre-making. Students reflect on their own creative
processes and skills acquisition as well as gaining a practical understanding of the processes of
others; creators, designers, directors and performers.
Presenting Theatre: This area of the syllabus addresses the staging and presentation of theatre as
well as the presentation of ideas, research and discoveries through diverse modes of presentation,
both practical and written. Students consider the impact theatre can have on the spectator. They
are encouraged to think about their own artistic intentions as creators, designers, directors and
performers and the impact they wish to have on an audience.
IB Assessments:
External assessment
Task 1: Solo theatre piece (HL only) Students at HL research a theatre theorist they have not previously studied, identify an aspect(s)
of their theory and create and present a solo theatre piece (4–8 minutes) based on this aspect(s)
of theory.
Task 2: Director’s notebook (SL and HL) Students at SL and HL choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience.
Task 3: Research presentation (SL and HL)
Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied.
Internal assessment
Task 4: Collaborative project (SL and HL)
Students at SL and HL collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice.
Visual Arts
Description: the aims of the Diploma Visual Arts course are
to enable students to make artwork that is influenced by
personal and cultural contexts and become informed and
critical observers and makers of visual culture and media.
Students will also develop perceptual and analytical skills,
techniques and processes in order to communicate concepts
and ideas.
Topics Studied:
• Artistic techniques and use of various media
• Art history (styles, genres, context/time and place)
• Analyzing critiquing and interpreting artworks
• Curatorial practices (developing exhibitions)
IB Assessments:
Comparative study:
Students analyze and compare different artworks by different artists. This independent critical
and contextual investigation explores artworks, objects and artifacts from differing cultural
contexts.
Process portfolio
Students submit carefully selected materials which evidence their experimentation, exploration,
manipulation and refinement of a variety of visual arts activities during the two-year course.
Exhibition
Students submit for assessment a selection of resolved artworks from their exhibition. The
selected pieces should show evidence of technical accomplishments during the visual arts course
and an understanding of the use of materials, ideas and practices appropriate to visual
communication.
HL students will have additional assessment requirements that allow for breadth and greater
depth in learning. The assessment tasks require HL students to experiment in greater depth with
additional art-making media, techniques and forms. HL students are required to produce a larger
body of resolved works and to demonstrate a deeper consideration of how their resolved works
communicate with a potential viewer.
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