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The IB Diploma Programme | Glenforest S.S. IB DIPLOMA COURSE SELECTION

The I Diploma Programme | Glenforest · experiences which form what is referred to in IB as the Core. These 3

Mar 24, 2018



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Page 1: The I Diploma Programme | Glenforest · experiences which form what is referred to in IB as the Core. These 3

The IB Diploma Programme | Glenforest S.S.



Page 2: The I Diploma Programme | Glenforest · experiences which form what is referred to in IB as the Core. These 3



The IB Diploma requirements consist of 6 courses and a unique set of 3

experiences which form what is referred to in IB as the Core. These 3

tasks are unique to the IB Diploma Programme and form the ba-

sis of study for all IB students:

Theory of Knowledge (TOK)



The IB Diploma Programme expects students to embrace the philoso-

phy represented by the Core in their approach to all of their courses.

The strength and value of the IB diploma is that students are provided

with experiential learning opportunities and encouraged to reflect upon

their learning.

The IB programme provides unique opportunities for students interest-

ed in preparing for success at university. In particular the Extended Es-

say, CAS and TOK are unique to the programme. In addition, all

courses are independently evaluated by an external examiner which

means that students will be assessed consistently with other students

around the world. IB students gain experience in writing world wide

exams, which is a good preparation for university.

In addition, the courses are designed to form a cohesive broad liberal

arts experience with connections and integration between the subjects

as a major focus. IB values the journey and the growth of the student

over the two years more than anything else. This is demonstrated by the

requirements of the centre of the circle. The Theory of Knowledge

course, the Extended Essay, and CAS (Creativity, Action and Service)

as well as the emphasis on Global Mindedness are integral components

of the Diploma Programme.

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10 Reasons why the IB Diploma Programme (DP) is ideal preparation for university

1. It increases academic opportunity.

Research* shows that DP graduates are much more likely to be enrolled at

top higher education institutions than entrants holding other qualifications.

2. It’s an international qualification.

The DP is recognized globally by universities and employers.

3. IB students care about more than just results.

Through creativity, action, service (CAS) you learn outside the classroom

and develop emotionally and ethically as well as intellectually.

4. It encourages you to become a confident and independent learner.

For example, the extended essay requires independent research through an in–

depth study.

5. Graduates are globally minded.

Language classes encourage an international mindset, key for increasingly globalized


6. The IB encourages critical thinking.

Learn how to analyse and evaluate issues, generate ideas and consider new perspectives.

7. DP students have proven time management skills.

Take good study habits and strong time management to further education and working world.

8. It assesses more than examination techniques.

Learn to understand, not just memorize facts or topics and prepare for exams.

9. Subjects are not taught in isolation.

Theory of knowledge (TOK) classes encourage you to make connections between subjects.

10. It encourages breadth and depth of learning.

You are able to choose courses from six subject groups and study subjects at different levels.

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TOK is the “Jewel in the Crown”; the driving force of the entire IB Programme

Extended Essay - What is learned in TOK helps students analyze themselves so that they can identify what they are inter-

ested in exploring through the Extended Essay. We have developed an EE guide which is recommended for all IB students

and is available for purchase in the spring of the grade 11 year.

CAS & TOK help students identify the aspects of the learning outcomes which

they possess and those which they need to further develop. With this

knowledge, students can appropriately plan their CAS activities. Students

earn their 40 hours for the OSSD


Is an opportunity for students to explore a topic of in-

terest in depth

Is completed under the guidance of a Mentor

Is completed independently by the student

Usually represents 40 hours of work

Is approximately 4,000 words in length

Is written on the student’s topic of choice

Is highly regarded by universities


The critical thinking aspect of TOK, one of the compo-

nents at the center of the Circle is a thread which weaves

through all of the academic courses. When does belief be-

come knowledge? If the Big Bang made everything then

what made the Big Bang? Why are scientists looking to art

to find answers to some of the most puzzling dilemmas in

evolutionary biology and quantum physics? Do we learn

more about human nature from biology, psychology, his-

tory or literature? Is math invented in our heads or discov-

ered in the world? Can you have a sound without a hearer,

a colour without a seer? These are the kinds of fascinating

questions we discuss in Theory of Knowledge, an interdis-

ciplinary course that looks at how and what we humans can

actually know! Aimed at developing broad-mindedness,

critical and creative thinking, TOK is sure to be enjoyed

by bright young people looking to get philosophical,

broaden their vision and investigate the supportive,

if semi-illusory, framework of their reality!


2 years of community service during the anticipated

and diploma years (grade 11 and 12)

Comprising Meaningful activities under the categories of

creativity, action and service

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Students of IB HL English will laugh at farcical comedy, feel a chill during gloom-filled tragedy, be moved by Romantic po-

etry, appreciate the barb of pointed political satire, ponder the future painted in the pages of imaginative science fiction

and, live through the ups and downs of affecting real-life narratives. All of this while sharpening vital oral and written

communication skills and learning to appreciate the interaction of style and content in

great literature! There are ample chances to be creative and analytical, to have fun

and to take a thoughtful turn. Students can sound their own maturing voice as

they consider the well-chosen words of past and present literary masters.

This course not only builds reading, writing and speaking skills needed

everywhere, it delves into the profound, complex experience of being



The Language and Literature course is more closely aligned to media and

Language studies, where language itself and techniques for persuasion and links

to technology as well as social media are explored.


The Literature course is a close detailed analysis of literature, including; plays, novels, short stories, graphic novels and poetry within the framework of a cultural and contextual forum. In addition to the 6 novels studied in the Language and Literature course, the Literature course adds 7 texts from a wide range of genres and cultures.



Parlez-vous français?

One of the strengths of the IB Programme is the inclusion of the study of a second language.

Our second language option here at Glenforest SS is SL French.

This course will enable students in the IB French programme at Glenforest to learn about the international importance of

French as a first language in many nations throughout the world, in addition to France and Quebec. La Francophonie will

be incorporated throughout the course, and thus aid students in developing competence in language, cultural interaction

and message. Through a variety of different reading, listening and writing activities IB French students will continue to

perfect their skills in a very enjoyable and interactive atmosphere. Students will be exposed to a variety of authentic

French text and media, such as: poetry, song, film, newspaper and journal articles. The course will offer excursions to

further immerse students in Francophone culture.

Vive la Francophonie! Venez fêter avec nous!!

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Psychology is the study of behaviour and experience. It is a one of the

three main branches of social science, offering students an interesting

look at the intersection of the studies of biology and human culture.

Throughout the course, students will be introduced to the three major

psychological perspectives (biological, cognitive and learning) which are

lenses that affect the ways in which our behaviour is interpreted. Stu-

dents in psychology will have the opportunity to learn about the psy-

chology of dysfunctional behaviour (more commonly known as abnor-

mal psychology), cultural psychology, social psychology and/or lifespan

psychology through the examination of well known experiments and

foundational studies. Students will also test the validity of these major

studies through experiential learning by attempting to replicate their

findings. This course is of increasing relevance to students

who may find that the rapid increase in globalization and use

of technology calls for greater insights into how individuals

interpret meanings, relationships and health. Psychology

addresses these complex issues so that students can develop 3


Economics is essentially about the concept of scarcity and the problem of re-

source allocation. Economics helps explain the actions of individuals, businesses

and nations. To achieve this understanding, students are taught to consider eco-

nomic theories, ideas and happenings from the points of view of different individ-

uals, nations and cultures in the world economy. Topics include: introductory

economic theory, microeconomics and the theory of the firm,

macroeconomics, international economics and development economics.

Students will develop transferable skills so that they can:

think critically,

make well thought out decisions,

think strategically and

undertake long term planning and analysis.

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The global politics course explores fundamental political concepts such as power, liberty and equality, in a range of contexts and at a variety of levels.

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.

Global politics draws on a variety of disciplines in the social sciences and humanities. It helps students to understand abstract political concepts by grounding them in real world examples and case studies, and also invites comparison between such examples and case studies to ensure a transna-tional perspective.

Developing international mindedness and an awareness of multiple perspectives is at the heart of this course. It encourages dialogue and debate, nurturing the capacity to interpret competing and contestable claims. 3

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Biologists have accumulated huge amounts of information about living organisms, and it would be easy to confuse students

by teaching large numbers of seemingly unrelated facts. In the Diploma Programme biology course, it is hoped that stu-

dents will acquire a limited body of facts and, at the same time, develop a broad, general understanding of the principles of

the subject.

Although the Diploma Programme Biology course at standard level (SL) and

higher level (HL) has been written as a series of discrete statements (for as-

sessment purposes), there are four basic biological concepts that run

throughout. These are: Structure and Function; Universality versus Diver-

sity; Equilibrium within Systems; and Evolution.

These four concepts serve as themes that unify the various topics that make

up the three sections of the course: the core, the additional higher level

(AHL) material and the options.



Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational

skills. It is 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.

The IB Standard Level (SL) Chemistry course is a one year two Semester course of study completed in the grade 11 year.

It is recommend for students who are interested in science and enjoyed Chemistry in grade 10. The IB Higher Level (HL)

Chemistry Course is a more rigorous two year – three Semester course of study and is recommended for the

student who is very interested in Science. By its very nature, Chemistry lends itself to an experimental approach and, this

will be reflected throughout both the SL and the HL the courses.

A Data Booklet will be provided for all tests, quizzes and the final exam.

Page 9: The I Diploma Programme | Glenforest · experiences which form what is referred to in IB as the Core. These 3




Physics is a fundamental science and those who study it will gain an understanding of the basic laws that govern everything

from the very small subatomic scale to the very large cosmos scale. The study of physics provides us with an unparalleled

power of analysis that is useful in the study of the other sciences, engineering, and mathematics, as well as daily life.

The topics of core study include: measurement and interpreting experimental data,

mechanics, thermal physics, waves, electricity and magnetism, and atomic phys-

ics. The optional topics selected are optics, and an extension of core mechan-


Assessment is based on individual laboratory work IB exams.

This standard level course begins in September and culminates with an ex-

am in May.

Here at Glenforest we use a Physics book that is written express-

ly for the IB curriculum.

A Data Booklet will be provided for all tests, quizzes and the final



All Grade 11 IB students complete a Group 4 Project. The Objectives for all group 4 subjects

are to:

Demonstrate an understanding of:

scientific methods and techniques scientific facts and concepts,

scientific terminology and

methods of presenting scientific information.

Apply and use:

scientific facts and concepts,

scientific methods and techniques and

scientific terminology to communicate effectively appropriate

methods to present scientific information.

Construct, analyse and evaluate:

hypotheses, research questions and predictions,

scientific methods and techniques and

scientific explanations.

Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investi-

gation and problem solving, as well as demonstrate the manipulative skills necessary to carry out scientific investigations

with precision and safety.


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Computer science is the science of processing information with digital computers. It involves the design of computer hardware, computer software and an understanding of the applications of computers in our society.

The primary goal in the course is for students to develop their computa-tional thinking (thinking procedurally, logically, ahead, concurrently, ab-stractly and recursively). Topics in the course include the study computer system fundamentals, computer organization and computer networks. Stu-dents will be taught to solve problems (both theoretical and real-world) by analyzing situations and writing effective algorithms. Solutions to these problems will be written in pseudo-code and with the object-oriented Java programming lan-guage.


Page 11: The I Diploma Programme | Glenforest · experiences which form what is referred to in IB as the Core. These 3




Mathematics SL covers seven compulsory topics: algebra; functions and equations; circular functions

and trigonometry; vectors; statistics

and probability; and calculus. By completing the 3 Pre IB Mathematics courses

offered in the Glenforest IB Preparatory programme, students will be well pre-

pared for the expectations of SL Mathematics.

This course caters to students who already possess knowledge of basic

mathematical concepts, and who are equipped with the skills needed to

apply simple mathematical techniques correctly. The majority of these stu-

dents will expect to need a sound mathematical background as they prepare

for future studies in subjects such as Chemistry, Economics, Psychology, Ar-

chitecture, Engineering and Business Administration.


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The impulse to make art is common to all people. From earliest times, human beings have displayed a fundamental need to

create personal, social, cultural and aesthetic meaning through art. Artistic learning requires a high level of cognitive activ-

ity that is both intellectual and emotional. For students to communicate visually they must locate themselves within a cul-

tural context, or contexts, from which to discover and develop appropriate


The aims of the Visual Arts course at both the HL and SL Higher Level are to

provide students with opportunities to make personal, sociocultural and aes-

thetic experiences meaningful through the production and understanding of

art. Through the course aims to:

Exemplify and encourage an inquiring and integrated approach to-

wards visual arts in their various historical and contemporary forms,

Promote visual and contextual knowledge of art from various cultures

encourage the pursuit of quality through experimentation and purposeful

creative work in various expressive media and

Enable students to learn about themselves and others through individual and,

where appropriate, collaborative engagement with the visual arts. 6


The study of music allows for exploration of the shared human perceptions and emotions which temper our lives; those

common or singular experiences which by other means are imperfectly expressed, or cannot be expressed at all. The art

of music demands that the educated musician and music lover be able to recognize and articulate musical elements realized

in diverse examples of music making. Students may study any instrument of their choosing.

The aims of the Music course at Higher Level and Standard Level are to:

Give students the opportunity to explore and enjoy the diversity of music throughout the world,

Encourage students to develop perceptual skills through a breadth of musical experiences, where they will learn to

recognize, speculate, analyse, identify, discriminate and hypothesize in relation to music,

Enable students to develop creatively their knowledge, abilities and understanding through performance and composi-

tion and

Assist students to develop their potential as musicians both personally and collaboratively, in whatever capacity, to the


In Higher Level students will: Develop their performance skills through solo music making and develop their composi-

tional skills through exploration and investigation of musical elements

In Standard Level students will: Choose to develop their performance skills through solo or ensemble music making

or develop their compositional skills through exploration and investigation of musical elements

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IB courses are marked in Levels 1—7 , with levels 5, 6 and 7 being the equivalent of Ontario level 4-, 4 and 4+. In order to report IB

marks on an Ontario transcript, the IB Diploma Schools of Ontario Table of Equivalents (ToE) is applied (see below) This scale was

developed in conjunction with the IB Schools of Ontario and Ontario Universities. It is very similar to the scale used in B.C. and Al-

berta. It is important to remember that each IB course has different criteria for assessment. The final IB mark will be based on the final

exam, the Internal Assessment (IA) and for many IB courses an External Assessment (EA). Teachers will apply IB criteria, IB grade

descriptors and their understanding of the expectations on the exams in the determination of Predicted Grades (PG). Once Predict-

ed Grades and Internal Assessment Grades have been submitted to IB they cannot be changed.

Internal Assessment and External Assessment

All IB courses have Internal Assessment components (IAs) and some also have External Assessment components (EAs)

which are completed by the students during the course and marked by teachers (IAs) or reviewed by the teachers in their

draft form (EAs). The marks for the IAs are submitted to IB and a selection of IA samples are sent to IB for moderation.

EAs are all sent out to examiners to be marked externally. The intent of the IA is to provide the students with an oppor-

tunity to demonstrate learning through an assignment which is completed within a specific timeline. IAs are designed to

reflect the abilities of the students. It is important to remember that these projects are completed by grade 11 and 12 stu-

dents and are expected to demonstrate work appropriate from a grade 11 or 12 student. The work in an IA is to be completed

independently, without help or assistance from the teacher, a tutor or a parent. IAs, especially orals cannot be redone or marked

by another teacher once they have been completed and/or handed in.

Predicted Grades

In April teachers are required to submit a Predicted Grade (PG) to IB for each student who is writing an Exam in May. The PG

is used by IB during the marking cycle in June. A Predicted Grade is a prediction of the mark that the student will achieve in the

course. Teachers arrive at the PG by using the IA mark, the results of mock exams and by referring to the Grade Descriptors for

each subject. Predicted Grades are a good way for students to assess their strengths and weaknesses in a course and can be very

helpful while preparing for the exams. The Predicted Grades and the translated Ontario percentages are recorded on the report

cards. The mark for courses with final IB exams in May will be adjusted in July to reflect the final IB mark. Marks for Part 1 of

the HL courses and Part 1 of the SL French course (from the grade 11 year) will not be adjusted.

Translated Marks on the Ontario Report Card

The Ontario system requires percentage grades. In order to report the IB Levels accurately within the Ontario system, the TOE is

used (see below). In addition, to clarify the IB level, transcripts which reflect the IB Interim Predicted Grades (end of February -

grade 12) and Predicted Grades (middle of April - grade 12) are sent to OUAC as part of the marks reporting process for universities.

The IB Level grades are translated in July to reflect the IB level earned and the work done throughout the course which is reflected in

the Predicted Grade. In year 1 Grade 11, all Grade 12 credits are translated. Grade 11 Credits from Sem 1 are not translated. In

Grade 12, all Sem 2 credits are translated. Sem 1 credits are not translated.

IB Diploma Schools of Ontario Table of Equivalents


7 97% - 100% 3 61% - 71%

6 93% - 96% 2 50% - 60%

5 84% - 92% 1 40% - 49%

4 72% - 83%

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Ontario Transcript Credits - Ontario University Requirements

Facts: Glenforest Secondary School IB DP students:

Are well prepared for any university program they choose to accept.

Are studying university level material in some courses in the IB DP (HL courses.)

Are generally accepted into Ontario University programs they apply to.

Are offered advanced standing in select Ontario University Programs in certain courses.

Have 11 or more grade 12 credits that can be used to apply to Ontario Universities, thus improving the student’s

average. (Top 6 are used for admission generally.)

Universities determine which 6 courses are used for the top 6.

Determination of percentage for the Ontario Report Card is based on the Table of Equivalents (ToE) (see next page)

Chart of Ontario Course Codes used in the IB DP:

(note: Courses with * are grade 12 courses that can be used for university admission.

All highlighted SL courses except SL French are completed with Exams in May of the grade 11 year)

Courses Grade 11 (DP Year 1) Sem 1

Grade 11 (DP Year 1) Sem 2

Grade 12 (DP Year 2) Sem 1

Grade 12 (DP Year 2) Sem 2

English HL Language & Literature ENG3U9 ETS4U9* ENG4U9*

English HL Literature ENG3U8 ETS4U8* ENG4U8*

French SL FSF3U7 FSF4U7*

Theory of Knowledge HZT4U7*

Global Politics SL CPC307 CPW4U7*

Economics HL CIE3M8 CIA4U8* BBB4M8*

Psychology HL HSP3U8 HHG4M8* HSB4U8*

Mathematics SL MHF4U7* MCV4U7*

Biology SL SBI3U7 SBI4U7*

Biology HL SBI3U8 PSE4U8* SBI4U8*

Chemistry SL SCH3U7 SCH4U7*

Chemistry HL SCH3U8 SNC4M8* SCH4U8*

Physics SL SPH3U7 SPH4U8*

Computer Science SL ICS3U7 ICS4U7*

Visual Arts SL AVI3M7 AVI4M7*

Visual Arts HL AVI3M8 AWT4M8* AVI4M8*

Music SL AMU3M7 AMU4M7*

Music HL AMU3M8 AMU4M8* AMI4M8*

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With the successful completion of the grade 9 and 10 MYP/Pre-IB Programme, students are invited to join the IB Diploma Pro-

gramme for grades 11 and 12. The Diploma Programme is a comprehensive program including 3 SL and 3 HL courses as well as ToK,

EE and CAS.

Students who withdraw from the Diploma Programme may be considered for Individual SL Diploma Courses. Because of the nature

of the Diploma Programme, individual Diploma Courses are only available for courses at the SL level. HL courses are not available to

be selected as Diploma Courses in the grade 11 year. Exceptions include Art and Music with the

permission of the teacher and the coordinator.

Students should remember that they are making a commitment to a two year program including the completion of the require-

ments for ToK, EE and CAS which are mandatory requirements of the Diploma Programme and are necessary to earn the IB

Diploma. As a result, it is generally not possible to change courses once the school year has begun. The following time

lines are established for course selections and withdrawal from the Diploma Programme:

February of the grade 10 year - students in the Diploma Programme choose courses for the next two years;

May/June of the grade 10 year - students not in the Diploma Programme who have selected a Single SL Diploma Course

are informed of the availability of the course;

September of the grade 11 year - students may make a limited number of course changes. Students may choose at this time

to withdraw from the Diploma Programme and switch to an academic program Students who withdraw may be considered for

available courses for a single SL Diploma Course.

February of the grade 11 year - students confirm their courses for grade 12 of the Diploma Programme (i.e. their 3HL courses, SL

French and ToK). At this time, students may choose to leave the Diploma Programme and switch to an academic program for grade

12 . Note that it is not possible at this time to make any changes to individual student’s grade 11 IB courses;

June of the grade 11 year - students may choose to leave the IB Diploma Programme and switch to an academic program . The two

SL courses completed in grade 11 will be automatically converted by IB to Diploma course status;

September of the grade 12 year - students may choose to leave the IB Diploma Programme and switch to an academic program.


All IB students should refer to their agendas for Glenforest rules and expectations regarding attendance, lates, deadlines & plagiarism

As a successful IB Programme, Glenforest S.S. has put in place a structure to ensure that all IB students have the opportunity to be

successful. This includes internal deadlines that have been designed to balance the students’ workload over the two years and meet the

expectations of the IB external assessments. IB students are expected to meet all internal Glenforest deadlines. Please note that Glen-

forest has taken a proactive approach in acknowledging the potential stress in the programme.

It is important that students be aware that failure to meet the requirements of the programme may resultin the loss of the Diploma

and/or cause the student to be removed from the IB Programme. Breaches can



Failure to complete a reasonable number of CAS activities and reflections

Failure to meet internal IB deadlines for course work , specifically Internal Assessments; or

Failure to meet the conditions of the EE.

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There is a fee for the Diploma Programme in grade 11 and 12. It is not a tuition fee, rather it is intended to offset the costs

of offering the programme, belonging to the IB organization and the administering of the examinations including the couri-

er costs.

The fee schedule is as follows:

Full Diploma Programme: $2,700.00 (payments due in 4 installments of $675.00

beginning in February of the grade 10 year)

Diploma Courses (currently only available at the SL level) : cost per course:

each SL course = $300.00,

Each HL course = $550.00 (HL courses are available as IB Courses only

under special circumstances and only in the grade 12 year).

Fees may be subject to change


IB and University Admission: Ontario Universities receive both the Ontario grade

and the IB predicted grades. Final IB grades are sent directly to the universities from IB at the

request of the student. Beyond Ontario, Universities IB transcripts are forwarded at the re-

quest of the students.

Each University has its own way of evaluating student applications depending on the admissions

policies and requirements for the various programs. Many universities offer Transfer Credits for

some IB courses. Students and their families must research the offerings/opportunities at individual

universities according to their area of interest and their Post Secondary Education plan. Requirements

vary from institution to institution.

UBC has done a lot or work on the success that IB students have at University. Refer to the recent talk at UCC about IB:


Benefits of the IB Diploma Programme: There are many advantages to the programme and visiting the IB website at will provide specific information about the IB as a world wide organization.

For more information refer to our website at

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Subject results - grade distribution May 2017

Subject Number of Candidates

Grade Average

grade (school)

Average grade


Highest grade

Lowest grade 7 6 5 4 3 2 1 P N

Subject Group 1

ENGLISH A: Lang and Literature HL

120 24 55 34 6 0 0 0 0 1 5.82 4.96 7 4

Subject Group 2

FRENCH B SL 120 11 41 40 22 5 0 0 0 1 5.26 4.97 7 3

SPANISH AB. SL 1 0 0 0 0 1 0 0 0 0 3.00 5.00 3 3

Subject Group 3


44 6 22 9 5 0 0 0 0 2 5.69 5.16 7 4


22 5 9 7 1 0 0 0 0 0 5.82 4.74 7 4


61 8 36 15 2 0 0 0 0 0 5.82 4.73 7 4

Subject Group 4


51 5 26 5 13 2 0 0 0 0 5.37 4.32 7 3


25 4 8 7 5 1 0 0 0 0 5.36 4.20 7 3


48 7 9 12 11 6 2 0 0 1 4.87 4.49 7 2


59 6 10 15 11 10 5 0 0 2 4.58 3.96 7 2


45 12 12 10 5 5 0 0 0 1 5.48 4.08 7 3

Subject Group 5


31 9 6 6 6 2 1 0 0 1 5.37 4.73 7 2


103 28 32 17 14 9 1 0 0 2 5.52 4.38 7 2

Subject Group 6


7 0 4 2 1 0 0 0 0 0 5.43 4.65 6 4


4 0 2 0 1 1 0 0 0 0 4.75 4.16 6 3