International Baccalaureate

Curriculum Information Booklet

2023 - 2025

1
 Contents
Key Acronyms 2
Letter from the Diploma Coordinator 3
Key Application Dates 4
The IB Curriculum at GMA 5
The IB Learner Profile 7
Expectations of our IB Students 9
The IB Diploma Programme 10
Categories of study – Diploma 12
Categories of study – Diploma Course (‘Certificate’) 13
Diploma Programme Subject Options 14
The IB Diploma Core (CAS/EE/TOK) 16
Subject Option Prerequisites & Recommendations 17
The IB Bridge Programme 18
Admission Policy 19
University Recognition of the IB Diploma Programme 20
IB Fees 21
The IB Team at GMA 21

DP SUBJECT INFORMATION:
DP Subject brief: Group 1 Studies in Language & Literature 22
DP Subject brief: Group 2 Language Acquisition 31
DP Subject brief: Group 3 Individuals and Societies 38
DP Subject brief: Group 4 Sciences 68
DP Subject brief: Group 5 Mathematics 88
DP Subject brief: Group 6 Arts 98
DP Subject Information Core 108
TOK 109
Extended Essay 111
IB Diploma CAS 113

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 Key Acronyms and Terms
The following acronyms are used throughout this booklet. Subject specific acronyms are
explained in the relevant subject pages.

IBO International Baccalaureate Organisation

IB International Baccalaureate
IBDP International Baccalaureate Diploma Programme
IBDPC International Baccalaureate Diploma Programme Coordinator

SL Standard Level
HL Higher Level

The Core Comprised of TOK, EE and CAS

TOK Theory of Knowledge

CAS Creativity Activity Service
EE Extended Essay

IB1 Grade 11
IB2 Grade 12

GMA GEMS Modern Academy

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Dear Parents,

It is my pleasure to formally introduce myself to you as the International Baccalaureate Diploma

Programme (IBDP) Coordinator at GEMS Modern Academy.

The Diploma Programme (DP) is a fantastic, enriching journey for students and teachers alike. In the 21st
century, knowledge and data are more readily available and accessible to the citizens of the world than ever
before. The global workforce is beginning to face an increasing shortage of skilled workers who have the
ability to learn how to learn, adapt to new circumstances, take risks, innovate, and develop increasingly
effective interpersonal skills.

Through this two year experience, your son or daughter is going to lay the groundwork for a lifetime of
learning. The DP is an unrivaled international secondary school qualification that is not only academically
enriching, but also develops successful global citizens of the highest character. GEMS Modern Academy
provides a unique environment for students to experience this curriculum. It is no coincidence that
the Modern Learner Profile shares so much in common with the IB Learner Profile. We are truly privileged to
offer the DP in such a wonderful atmosphere that encourages students to reach their full potential. The
outstanding results from our very first batch have shown that Modern truly offers a Diploma Programme of
the highest standard.

Naturally, as with any worthwhile venture, success will not come instantly or easily! Students who develop
the capacity to persevere, are willing to make mistakes, learn from these mistakes, and improve
continuously are the ones who find the most success in the DP and in life. Your encouragement in
this process will be vital.

With your continued support, our main objective is to encourage and guide students as they each strive to
achieve their own unique goals. I personally look forward to welcoming your applications for study at the IB
level and to working with you and your child to help realise these goals!

Sincerely,

Sunipa Neogi
IBDP Coordinator
sunipa.n_mhs@[Link]

GEMS Modern Academy [Link]/company/gems-

education
PO Box 53663, Dubai, United Arab Emirates
@GMA_IBDP
T +971 (0)4 326 3339 | F +971 (0)4 326 3402
[Link]

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 IB Key Application Dates 2022-24

October IB taster lessons for Grade 10 students

November Applications portal open for IB from current and

external students via OpenApply website
Meet the IB teachers afternoon session for Grade
10 students/parents

November IB InfoPack for prospective parents

Applications close for IB

December Late applications accepted onto waiting list.

External applications accepted at any time
subject to student numbers

January
Evaluation/interview process begins for selected
applicants

February/early IB offer letters distribution commences

Last day for all parents/students to confirm

March (date will be conveyed ) acceptance of offers.

April Offers made to students on waiting list

April IB Bridge Programme begins

April (date will be conveyed )

IB Bridge Programme InfoPack

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 The IB Curriculum at
GEMS Modern Academy

At GEMS Modern Academy we offer two IB categories of study for students from the
International Baccalaureate Organisation (IBO).

· The IB Diploma Programme (IBDP)

An academically stimulating and balanced programme of education with final
examinations in six subjects and an additional ‘Core’ programme of study (TOK, CAS, EE),
that prepares students for success at university and life beyond.

· The IB Diploma Course

A flexible and equally stimulating version of the Diploma Programme in which students
take 6 DP subjects at any level and have the option of taking parts of the ‘Core’ of the
Diploma Course (TOK, CAS and EE). This category also provides students with the
qualifications to access a wide range of universities.

What is the International Baccalaureate Organisation?

The International Baccalaureate Organisation was established in the late 1960s to meet the
educational needs of students in International Schools. From these early days it has grown to an
organisation that teaches over 876,000 students in 4267 schools in nearly 130 countries. The IB is
now taught in both International Schools and State sector schools across the globe, with the
highest number of schools being in the United States.

The International Baccalaureate Organisation (IBO) is based in Geneva with its head curriculum
office in Cardiff in the UK. There are regional offices that deal with Professional Development and
administration of the program in different parts of the world in the Asia Pacific, South America,
North America and Europe, Middle East and Africa.

The IBO Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world through intercultural
understanding and respect.

To this end the organisation works with schools, governments and international organizations to
develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.

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 The International Baccalaureate at GMA
Why has Modern chosen the IB?
The IB is recognised as one of the pre-eminent curriculum programmes worldwide. It is a holistic,
and student-centred curriculum that helps prepare students become successful 21st-century
learners. Heavily focused on inquiry, critical thinking and problem solving, it encourages
international mindedness, compassion, tolerance and a love for learning. These values are shared
by all Modernites which makes the decision to offer the IB a very obvious one. The robust IB
curriculum is recognised globally as an excellent preparation for university and beyond. One of the
driving motivations for implementing the IBDP is the fact that it is acknowledged by Universities
worldwide as an excellent qualification and it is particularly sought after by the world’s top
universities.

We strongly believe that the IB Mission aligns closely with the Modern Mission and Vision
statements:

The GMA Mission Statement

To develop GEMS Modern Academy into a vibrant and exemplary educational institution where
students are nurtured and encouraged to achieve their ultimate potential. GEMS Modern
Academy will create an all-inclusive, student-focused learning environment by providing
opportunities for enrichment in the fields of academics, sports and fine arts.

The GMA Vision Statement

Inspiring children to be positive change-makers.

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The Learner Profile and the
IB Curriculum
The IB Learner Profile is at the core of all IB curriculum models.

The breadth of the IB Programmes adds a value independent of

any specific course. It is hard to quantify the value of scientists
udy
being required to study literature, or of artists being required to study
mathematics, but we believe that it adds much to the educational
experience of those in our IB programmes.

Beyond the explicitly academic aspect of the courses, the IB's mission statement is translated
into a set of learning outcomes as identified in the Learner Profile. The IB Learner Profile
describes a broad range of human capacities and responsibilities that go beyond academic
success. They imply commitment to help all members of the school community learn to respect
themselves, others and the world around them. Each of the IB’s programmes is committed to the
development of students according to the IB learner profile.

The profile aims to develop learners who are:

· Inquirers
· Knowledgeable
· Thinkers
· Communicators
· Principled
· Open-minded
· Caring
· Risk takers
· Balanced
· Reflective

A short video about the IB Learner Profile can be found here:

[Link]

The full IB Learner Profile is printed on the following page.

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file IB learner profile
learner profile
learner profile
IB
IB learner profile
learner profile
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be:

We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal histories, as
research. We know how to learn independently and with others. well as the values and traditions of others. We seek and evaluate a
We learn with enthusiasm and sustain our love of learning range of points of view, and we are willing to grow from the
throughout life. experience.

We develop and use conceptual understanding, exploring We show empathy, compassion and respect. We have a
knowledge across a range of disciplines. We engage with issues commitment to service, and we act to make a positive difference
and ideas that have local and global significance. in the lives of others and in the world around us.

We use critical and creative thinking skills to analyse and take We approach uncertainty with forethought and determination;
responsible action on complex problems. We exercise initiative in we work independently and cooperatively to explore new ideas
making reasoned, ethical decisions. and innovative strategies. We are resourceful and resilient in the
face of challenges and change.
We express ourselves confidently and creatively in more than
one language and in many ways. We collaborate effectively, We understand the importance of balancing different aspects of
listening carefully to the perspectives of other individuals and our lives—intellectual, physical, and emotional—to achieve
groups. well-being for ourselves and others. We recognize our interdependence
with other people and with the world in which we live.
We act with integrity and honesty, with a strong sense of fairness
and justice, and with respect for the dignity and rights of people We thoughtfully consider the world and our own ideas and
everywhere. We take responsibility for our actions and their experience. We work to understand our strengths and weaknesses
consequences. in order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like
them, can help individuals and groups become responsible members of local, national and global communities.

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Expectations for our IB Learners at GMA
In line with the IB philosophy, an IB learner at Modern will receive an enriching, student-centred
and holistic education. Each of our students should be ready to embrace the following
expectations and privileges.

As an IB learner at Modern, you should:

· be fully committed to the requirement of IB Philosophy and curriculum

· utilise your time productively inside and outside of the classroom
· aspire to be a learner that inquires creatively and who pursues intellectual and
extracurricular interests with enthusiasm
· strive to learn both independently and together with others
· balance your intellectual, physical and emotional needs
· embrace new opportunities and challenges with the support of your peers and teachers
· be caring and empathetic participants in the school, local community and beyond
· undertake positions of responsibility and leadership both locally and globally
· reflect on your experiences and of those in the world around you
· act as a positive role models for the rest of the school and community
· be approachable and available to support and assist younger students

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GEMS Modern Academy
IB Diploma Programme

The IB Diploma Programme (IBDP) is an academically enriching and balanced programme of

education that prepares students, aged 16 to 19, for success at university and life beyond. It has
been designed to address the intellectual, social, emotional and physical well-being of students.
Over the past 40 years, the DP has gained recognition and respect from the world’s leading
universities. It prepares students for effective participation in a rapidly evolving and increasingly
global society as they:

· acquire breadth and depth of knowledge and understanding by studying subjects across
six subject groups
· study at least two languages (English and a foreign language) while developing a sense of
international-mindedness
· make connections across traditional academic disciplines and explore the nature of
knowledge through the programme’s unique Theory of Knowledge (TOK) course
· undertake in-depth research into an area of interest through the lens of one or more
academic disciplines through the Extended Essay (EE)
· enhance personal and interpersonal development through Creativity, Activity and
Service (CAS).

IB Diploma Programme candidates must choose at least one subject each from six groups:

· Studies in language and literature

· Language acquisition
· Individuals and societies
· Sciences
· Mathematics
· Arts*

*Instead of an Arts subject, students may elect to choose a second subject from
Individuals and Societies or the Sciences.

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It is important to note that the IB Diploma Programme is a package, and the whole is bigger than
the sum of its parts. In addition to subject-specific knowledge, the academic challenge of taking
six subjects, the Extended Essay (EE) and Theory of Knowledge (TOK) allows students to develop
excellent academic and personal skills in preparation for further study.

The Diploma Programme is nicely summarised by the diagram below -- note that the curriculum
puts the learner and IB learner profile at the centre of its philosophy and structure.

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IB Diploma Programme – Categories of Study
1. IB Diploma
IB Diploma candidates must study three subjects are taken at higher level (HL, 240
recommended teaching hours), while the remaining are taken at standard level (SL, 150
recommended teaching hours). HL and SL courses differ in scope but are measured according to
the same grade descriptors with students expected to demonstrate a greater body of knowledge,
understanding and skills at higher level.

Each subject is scored on a points scale from 1 to 7 (the highest grade being 7).

In addition to the 6 subjects, there are three compulsory core elements that are central to the
philosophy of the programme and worth a maximum of 3 points in total:

· The Extended Essay (EE)

· Theory of Knowledge (TOK)
· Creativity, Activity and Service (CAS)

International Baccalaureate Diploma Award

The Diploma is awarded to students who achieve a minimum score of 24 (out of a possible total
of 45), fulfil other minimum requirements (e.g. completing an Extended Essay) and have no
failing conditions (see the list below).

At Modern, we have organised reporting, monitoring and counselling systems that highlight
areas of concern for students at an early stage. The full requirements for students to pass the
Diploma can be found in the IB General Regulations Booklet section 13 on the IBO website:
[Link]

The current updated IBDP failing conditions from the May 2018 examination session are listed below:

1. CAS requirements have not been met.

2. Candidate’s total points are fewer than 24.
3. An N has been given for theory of knowledge, extended essay or for a contributing subject.
4. A grade E has been awarded for one or both of theory of knowledge and the extended essay.
5. There is a grade 1 awarded in a subject/level.
6. Grade 2 has been awarded three or more times (HL or SL).
7. Grade 3 or below has been awarded four or more times (HL or SL).
8. Candidate has gained fewer than 12 points on HL subjects (for candidates who register for four HL
subjects, the three highest grades count).
9. Candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL
subjects must gain at least 5 points at SL).

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2. The IB Diploma Course (aka ‘Certificate’)
In line with its inclusive philosophy, the IBO offers the Diploma Course category which provides a
flexible pathway for students to experience the DP and gain entry to university. Approximately
40% of global IB candidates choose this route for a variety of reasons. Some can directly gain
university entry without needing to meet all of the passing requirements for the Diploma
category. Others individually tailor the programme to maximise their strengths and build on their
weaknesses in a safe way, free from any possible failing conditions.

Students still undertake 6 subjects, but there is no requirement to study 3 at the Higher Level.
While CAS is still mandatory and a very constructive experience, students have the option to
undertake TOK and/or the Extended Essay.

At the end of the Programme, students are awarded a Certificate of Diploma Programme Course
Results, which serves as their credential for university

A multitude of universities across the world recognise the DP Courses as a valid prerequisite for
study at Higher Education. All students, regardless of their DP pathway, are carefully guided to
choose subjects that allow access to Higher Education at the end of Grade 12 (IB Year 2). We
have a number of graduates from our first graduating batch who have gone on to successfully
gain admission to universities in the UK, USA and India via the Diploma Course route.

Typical IB Diploma Course Outline

Subjects

• English SL
• Mathematics SL
• Foreign language
• 3 further subjects choices (at SL unless DP subject entry requirements
met for HL)

Core

• CAS
• Theory of Knowledge (optional course)
• Extended Essay (optional and with consultation)

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The Diploma Programme Subject Options
Students choose one subject from each group (three at HL and three at SL for ‘Diploma’
candidates). The only exceptions being those who choose Environmental Systems and Societies
and/or the free elective in Group 6 (see below).

Group 1: Studies in Language and Literature (English)

• Language A: Literature HL/SL

• Language A: English Language & Literature HL/SL

Group 2: Language Acquisition

• Arabic B SL
• French ab initio SL Ab Initio language is an entry level language focusing
• French B SL more on conversational language – students choosing Ab
• Hindi B SL Initio courses should not have any prior language study
at Grades 7 to 10 (ages 11-16) in the chosen language.
• Spanish B SL
• Spanish ab initio SL
• German ab initio SL

Group 3: Individuals and Societies

• Business Management HL/SL

• Economics HL/SL
• Geography HL/SL
• Global Politics HL/SL
• History HL/SL
• Information Technology in a Global Society HL/SL
• Psychology HL/SL
• Environmental Systems and Societies (SL only)*

*Note: Environmental Systems and Societies constitutes an interdisciplinary subject and can meet
the requirement for Group 3 AND Group 4.

Therefore, if a student does not wish to take any of the subjects offered in Group 4 they can opt
for this and vice-versa.

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 Group 4: Sciences

• Biology HL/SL
• Chemistry HL/SL
• Computer Science HL/SL
• Environmental Systems and Societies (SL only)
• Physics HL/SL
• Sport, Exercise and Health Science

Group 5: Mathematics

• Math - Applications and interpretation HL

• Math - Applications and interpretation SL
• Math - Analysis and approaches HL
• Math - Analysis and approaches SL

Group 6: Arts and Electives

• Music HL/SL
• Visual Arts HL/SL
• Free elective (another subject from Group 3 or 4)

The full range of subjects offered will be dependent on student interest. The school however is
committed to offering as many subjects as possible to maximize opportunities for our students.

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The IB Diploma Programme Core
In addition to disciplinary and interdisciplinary study, the Diploma Programme features three
core elements that broaden students’ educational experience. This gives students a unique and
definitive edge in terms of university preparation.

Theory of knowledge (TOK)

TOK plays a special role in the Diploma Programme by providing an opportunity for students to reflect on
the nature of knowledge. Students develop an understanding of how knowledge is constructed,
communicated and developed over time in different areas of knowledge. By exploring different
perspectives and considering the different ways in which we acquire knowledge, students carefully reflect
upon "knowledge questions" which lie at the heart of the TOK course. This unique subject takes students
on a 100 hour journey that culminates in two final assessments - a 20-30 minute presentation and a 1600
word essay.

The extended essay (EE)

The EE allows students to engage in independent research through an in-depth study of a question relating
to one of the DP subjects they are studying. The World Studies extended essay option allows students to
focus on a topic of global significance which they examine through the lens of at least two DP subjects.
With guidance from an assigned supervisor, students navigate the research process and build invaluable
skills that prepare them the demands of university life. The final outcome is a 4000 word essay which is
developed over approximately 40 hours of research time.

Creativity, activity, service (CAS)

CAS involves students in a range of activities alongside their academic studies throughout the Diploma
Programme. Creativity encourages students to engage in the arts and creative thinking. Activity seeks to
develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for new
learning with academic value. The three strands of CAS enhance students’ personal and interpersonal
development through experiential learning and reflection.

Activities planned by students in the past have included the Future Hope trip to Kolkata to support
orphans, the Global Goals wall, the Helping Hands CAS project to raise money for Dubai cares, and the
organisation of the first intra-school Model United Nations programme here at Modern.

Here at Modern we offer a comprehensive array of creative activities, events such as Model United
Nations, World Scholar’s Cup, debating, sports, expeditions and service related opportunities allow
students to take part in the activities needed while also providing them with structured support at all
stages through the utilisation of the online ManageBac system. Activities planned and completed as part of
the CAS programme significantly augment a student’s curriculum vitae and helps differentiate them at
both university and employment related interviews.

An in depth description of all three core areas can be found later in this booklet.

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Admissions Policy
Subject Option Prerequisites & Recommendations
In conjunction with our general school admissions policy, we are proud to be a fully-inclusive
programme. It is our first priority to help students access the IB Diploma Programme in the
way that suits each child best.

Selection of Diploma subject options should be undertaken with careful consideration of

student interest, possible university pathways, Grade 10 outcomes, work ethic, and any
additional context that can be gained from standardised testing conducted within the school.

We are able to use this information to counsel students on the Diploma stream and subject
options in which they are most likely to have positive learning experiences and outcomes.

There are several IB-specific admission requirements that should be noted:

· If a student wishes to select a Diploma subject that they have not previously studied,
then the consistency of their overall attainment will be considered. Subjects such as
Visual Arts and Music require a consultation with the subject teacher to ensure that
the prerequisite technical skills required are present.

· The recommended prerequisite Grade 10 scores for English, Mathematics and Science
Higher Level selections are as follows. Consistency in attainment across both the
Grade 10 preliminary examinations and final examinations is essential.

ICSE Grade 10 prerequisite

DP Subject choice
(Preliminary and final)

English HL 80%

Mathematics HL 92%

Mathematics SL 80%

Biology HL
Chemistry HL
85%
Physics HL
Computer Science HL

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The GMA IB Bridge Programme
We have found that our students are highly-adaptable individuals who transition from the
ICSE to the IB Diploma very successfully. To help them transition smoothly, the purpose-built
and bespoke modules of our Bridge Programme were designed here at Modern to help
students develop the skills necessary to be successful in the DP. It is unique and unparalleled
in the UAE, focusing on the IB approaches to teaching and learning:

Teaching is:
· Based on inquiry
· Focused on conceptual understanding
· Informed by formative and summative assessment
· Developed in local and global contexts (i.e. international-mindedness)

The following learning skills are developed:

· Communication skills
· Social skills
· Self-management skills
· Research skills

The Bridge provides an engaging framework of learning that encourages students to become
creative, critical and inquiring thinkers. Students attend the Bridge Programme in the April
term after their Grade 10 ICSE examinations are completed in March.

The following modules have been designed at Modern to address the gaps identified in the
section above. The 6 modules on the left hand side mirror their respective IB subject group,
i.e. Deconstruct helps student develop skills relevant to Group 1: Studies in Language and
Literature. The other 6 modules focus on the Core components of the IB Diploma Programme
and the “approaches to learning” that are critical to success.

Modules
Deconstruct Time Management and CAS

Lingua Franca TOK

Social Entrepreneurship Critical Thinking

Investigative Science Assessment in DP

Data Analysis Academic Honesty

Flexi Module Big Write

Data Exploration Global Citizenship
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IB Diploma Programme – Application Process

Application Process:
The required application details can be submitted via the school IB application portal:

[Link]

As part of the application, students will need to write no more than one side of A4 to explain
why they would like to study in the Diploma Programme, where their main passions and areas
of enthusiasm lie, and what long-term goals they might be working toward.

Evidence of achievements, leadership roles and responsibilities need to be mentioned in the

application and they will be discussed at the IB interviews. Students should discuss activities
undertaken both inside and outside of school and they can be of an academic or non-
academic nature.

Subject teacher recommendations:

Subject recommendations will be solicited from ICSE subject teachers in many cases. With
these recommendations and the Grade 10 year’s average (percentage), we will advise each
student on safe and informed decisions regarding selection of Higher Level and Standard
Level subjects.

Reference:

External students will need to submit a reference to the IBDP Coordinator for admission into
the Diploma Programme. This can be obtained from a Supervisor or subject teacher.

19
University Recognition:
IB Diploma and DP Courses
The IB Diploma Programme is widely recognised and often pursued by universities around
the world as a qualification of excellence. In many cases IB graduates are often preferred
over other qualifications because of the breadth of their prior studies. Even a modest
Diploma pass fares favourably with other qualifications like the ISC, British A-level or
American curriculum.

You may read more about how strongly universities value IB graduates the 2016 University
Admissions Officers Report:

[Link]

Recognition of the IB in India is also growing exponentially – it is clear that Indian

institutions also greatly value IB graduates. You may read in more detail about this in the IB-
published “India recognition guide”:

[Link]
[Link]

Students wishing to study in the UK are given a very generous UCAS points with an IBDP
pass. Many Universities in the United States even give unconditional offers and/or advanced
credit for IBDP graduates.

Information about individual entry requirements and the UCAS tariff tables for UK University
admissions can be found on the UCAS websites:

[Link]

[Link]
requirements/tariff/tariff-tables

Nevertheless, like all High School qualifications, it is important to check your target
university to see specific university and course requirements. Modern will offer clear,
informed guidance on university selection and tertiary options over the course of the DP.

For the Courses Programme students UCAS points are awarded for each IB course finished
and also for the TOK course (if taken).

20
IB Examination Registration Fees
Parents/Guardians are required to pay an IB Diploma registration fee for the final board
examinations in addition to the school’s regular tuition fees.

There are also fees for any changes or amendments to IB subject options that are
requested in the second year of the IB Diploma. These will be communicated by the IB
Coordinator at the time of the request.

The IB Team at Modern

IB Diploma Coordinator Dr Sunipa Neogi sunipa.n_mhs@[Link]

IB Diploma Assistant Coordinator Mrs Vinaya Jaydev paliyath.v_mhs@[Link]
Careers/University Counsellors Mrs Shilpa Kapoor shilpa.k_mhs@[Link]
Extended Essay Coordinator Mr Sheldon Dias sheldon.d_mhs@[Link]
CAS Coordinator Ms Bipasha De bipasha.d_mhs@[Link]
Theory of Knowledge Coordinator Mrs Sreekala Sureshkumar sreekala.k_mhs@[Link]

21
DP Subject Information

Group 1:
Studies in Language and
Literature

· English Literature HL
· English Literature SL
· English Language and Literature HL
· English Language and Literature SL

22
 International Baccalaureate
Diploma Programme Subject Brief
Studies in language and literature:
English A: Language and literature – Higher level
First assessments 2013 – Last assessments 2020

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims t
promote in students an enjoyment of, and lifelong interest in,
language and literature
The language A: language and literature course aims to develop skills t
develop in students an understanding of how language, culture
of textual analysis and the understanding that texts, both literary and and context determine the ways in which meaning is constructed
non-literary, can relate to culturally determined reading practices. The in texts
course also encourages students to question the meaning generated t
encourage students to think critically about the different interac-
by language and texts. An understanding of the ways in which formal tions between text, audience and purpose.
elements are used to create meaning in a text is combined with an ex-
ploration of how that meaning is affected by reading practices that are II. Curriculum model overview
culturally defined and by the circumstances of production and recep-
tion. The study of literature in translation from other cultures is especially
important to IB DP students because it contributes to a global perspec- Component Recommended
tive. Texts are chosen from a variety of sources, genres and media. teaching hours
Part 1: Language in cultural context 60
The aims of language A: language and literature higher level courses are to: t
effect of audience and purpose on the
structure and content of texts
t
introduce students to a range of texts from different periods, styles t
impact of language changes
and genres t
effect of culture and context on language
t
develop in students the ability to engage in close, detailed analysis and meaning
of individual texts and make relevant connections
t
develop the students’ powers of expression, both in oral and writ- Part 2: Language and mass communication 60
ten communication t
forms of communication within the media
t
encourage students to recognize the importance of the contexts t
educational, political or ideological influence
in which texts are written and received of the media
t
encourage an appreciation of the different perspectives of other t
ways in which mass media use language
cultures, and how these perspectives construct meaning and image to inform, persuade or entertain
t
encourage students to appreciate the formal, stylistic and aesthetic
qualities of texts

© International Baccalaureate Organization 2014

 Part 3: Literature—texts and contexts 70 Selection and use of appropriate presentation and language skills
t
historical, cultural and social contexts in t
ability to express ideas clearly and with fluency, both written and orally
which texts are written and received t
ability to use the oral and written forms of the language, in a range of
t
relationship between context and formal styles, registers and situations
elements of the text, genre and structure t
ability to discuss and analyse texts in a focused and logical manner
t
attitudes and values expressed by literary t
ability to write a balanced, comparative analysis
texts and their impact on readers
Part 4: Literature—critical study 50 Assessment at a glance
t
detailed exploration of literary works
t
elements such as theme and the ethical Type of Format of Time Weighting
stance or moral values of literary texts assessment assessment (hours) of final
t
appropriate use of literary terms grade (%)
External 4 70
III. Assessment model Paper 1 A written comparative 2 25
analysis of one pair of
Having followed the language and literature higher level course, unseen texts.
students will be expected to demonstrate the following.
Paper 2 In response to one of six 2 25
questions, an essay based on
Knowledge and understanding
at least two texts studied.
t
knowledge and understanding of a range of texts
t
understanding of the use of language, structure, technique and style Written Tasks At least four written tasks 20
t
critical understanding of the ways in which readers construct mean- based on course material,
ing and the influence of context two for external assessment.
t
understanding of how different perspectives influence the reading Internal 30
of a text
Individual An oral commentary on 15
Application and analysis
oral an extract from a literary text
t
ability to choose a text type appropriate to the purpose required
commentary studied; two guiding
t
ability to use terminology relevant to the various text types studied
questions are given.
t
ability to analyse the effects of language, structure, technique and
style on the reader Further oral At least two further oral 15
t
awareness of the ways in which the production and reception of texts activity activities. The mark of one
contribute to their meanings is submitted for final
t
ability to substantiate and justify ideas with relevant examples assessment.
Synthesis and evaluation
t
ability to compare and contrast the formal elements, content and
context of texts
IV. Sample questions
t
ability to discuss the ways in which language and image may be used
t
Writers often use a character who is alienated from his or her cul-
in a range of texts
ture or society in order to explore cultural or social values. Examine
t
ability to evaluate conflicting viewpoints within and about a text
this idea with reference to at least two works studied.
t
ability to produce a critical response evaluating some aspects of text,
t
It has been said that history “cannot be unlived, but if faced with
context and meaning
courage, need not be lived again.” To what extent do at least two
works studied “face” history in order to ensure that its wrongs “need
not be lived again”?

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
 International Baccalaureate
Diploma Programme Subject Brief
Studies in language and literature:
English A: Language and literature – Standard level
First assessments 2013 – Last assessments 2020

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims cultures, and how these perspectives construct meaning
t
encourage students to appreciate the formal, stylistic and aesthetic
The language A: language and literature course aims to develop skills qualities of texts
of textual analysis and the understanding that texts, both literary and t
promote in students an enjoyment of, and lifelong interest in,
non-literary, can relate to culturally determined reading practices, and language and literature
to encourage students to question the meaning generated by language t
develop in students an understanding of how language, culture
and texts. An understanding of the ways in which formal elements are and context determine the ways in which meaning is constructed
used to create meaning in a text is combined with an exploration of how in texts
that meaning is affected by reading practices that are culturally defined t
encourage students to think critically about the different interac-
and by the circumstances of production and reception. Helping students tions between text, audience and purpose.
to focus closely on the language of studied texts and to become aware
of the role of wider context in shaping meaning is central to the course. II. Curriculum model overview
The study of literature in translation from other cultures is especially im-
portant to IB DP students because it contributes to a global perspective.
Texts are chosen from a variety of sources, genres and media. Component Recommended
teaching hours
The aims of language A: language and literature standard level courses are to: Part 1: Language in cultural context 40
t
effect of audience and purpose on the
t
introduce students to a range of texts from different periods, styles structure and content of texts
and genres t
impact of language changes
t
develop in students the ability to engage in close, detailed analysis t
effect of culture and context on language
of individual texts and make relevant connections and meaning
t
develop the students’ powers of expression, both in oral and
written communication Part 2: Language and mass communication 40
t
encourage students to recognize the importance of the contexts t
forms of communication within the media
in which texts are written and received t
educational, political or ideological influence
t
encourage an appreciation of the different perspectives of other of the media
t
ways in which mass media use language
and image to inform, persuade or entertain

© International Baccalaureate Organization 2014

 Part 3: Literature—texts and contexts 40 Assessment at a glance
t
historical, cultural and social contexts in
which texts are written and received Type of Format of Time Weighting
t
relationship between context and formal assessment assessment (hours) of final
elements of the text, genre and structure grade (%)
t
attitudes and values expressed by literary
External 3 70
texts and their impact on readers
Part 4: Literature—critical study 30 Paper 1 Written analysis of one of 1.5 25
t
detailed exploration of literary works two unseen texts.
t
elements such as theme and the ethical Paper 2 In response to one of six 1.5 25
stance or moral values of literary texts questions, an essay based on
t
appropriate use of literary terms two literary texts studied.
Written Tasks At least three written tasks 20
based on course material,
III. Assessment model submitting one for external
assessment.
Having followed the language and literature standard level course, stu-
dents will be expected to demonstrate the following. Internal 30
Individual An oral commentary on an 15
Knowledge and understanding oral extract from a literary text
t
knowledge and understanding of a range of texts commentary studied. Two guiding ques-
t
understanding of the use of language, structure, technique and tions are given.
style Further oral At least two further oral 15
t
critical understanding of the ways in which readers construct activity activities. The mark of one is
meaning and the influence of context submitted for final assess-
t
understanding of how different perspectives influence the reading ment.
of a text
Application and analysis
t
ability to choose an appropriate text type IV. Sample questions
t
ability to use terminology relevant to the various text types studied
t
ability to analyse the effects of language, structure, technique and t
Writers often use a character who is alienated from his or her cul-
style on the reader ture or society in order to explore cultural or social values. Examine
t
awareness of the ways in which the production and reception of this idea with reference to at least two works studied.
texts contribute to their meanings t
It has been said that history “cannot be unlived, but if faced with
t
ability to substantiate and justify ideas with relevant examples courage, need not be lived again.” To what extent do at least two
Synthesis and evaluation works studied “face” history in order to ensure that its wrongs “need
t
ability to compare and contrast the formal elements, content and not be lived again”?
context of texts
t
Discuss the ways in which language and image may be used in a
range of texts
t
ability to evaluate conflicting viewpoints within and about a text
Selection and use of appropriate presentation and language skills
t
ability to express ideas clearly and with fluency, both written and
orally
t
ability to use the oral and written forms of the language, in a range
of styles, registers and situations
t
ability to discuss and analyse texts in a focused and logical manner

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
IB language A: literature higher level
subject brief
The International Baccalaureate® Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced
programme of education that prepares students for success at university and life beyond. Students take courses in six different
subject groups, maintaining both breadth and depth of study. Language A: literature higher level is in group 1, studies in language
and literature. In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—are
compulsory and central to the philosophy of the programme.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop
internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute
to creating a better, more peaceful world.
The IB subject briefs illustrate key course components in the IB Diploma Programme.
I. Course description and aims III. Assessment model
II. Curriculum model overview

Overview of the language A: literature higher level course and curriculum model
The aims of the language A: literature course at both
I. Course description and aims higher and standard levels are to:
‡ encourage a personal appreciation of literature and
The IB Diploma Programme language A: literature develop an understanding of the techniques involved
course develops understanding of the techniques in literary criticism
involved in literary criticism and promotes the ability ‡ develop the students’ powers of expression, both
to form independent literary judgments. In language in oral and written communication, and provide the
A: literature, the formal analysis of texts and wide opportunity of practising and developing the skills
coverage of a variety of literature—both in the language involved in writing and speaking in a variety of styles
of the subject and in translated texts from other cultural and situations
domains—is combined with a study of the way literary ‡ introduce students to a range of literary works of
conventions shape responses to texts. different periods, genres, styles and contexts
Students completing this course will have a thorough ‡ broaden the students’ perspective through the study
knowledge of a range of texts and an understanding of works from other cultures and languages
of other cultural perspectives. They will also have ‡ introduce students to ways of approaching and
developed skills of analysis and the ability to support studying literature, leading to the development of an
an argument in clearly expressed writing, sometimes understanding and appreciation of the relationships
DWVLJQL¿FDQWOHQJWK7KLVFRXUVHZLOOHQDEOHWKHP between different works
to succeed in a wide range of university courses, ‡ develop the ability to engage in close, detailed
particularly in literature but also in subjects such as analysis of written text
philosophy, law and language. ‡ promote in students an enjoyment of, and lifelong
interest in, literature.
Texts studied are chosen from the prescribed literature
in translation (PLT) list and the prescribed list of authors
(PLA) or elsewhere. The PLT list is a wide-ranging list II. Curriculum model overview
of works in translation, from a variety of languages,
allowing teachers to select works in a language different Language A: literature higher level
from the language of the examination. The PLA lists
authors from the language of the examination. The Components
authors on the list are appropriate for students aged 16 Works in Study of three works 65 hours
to 19. translation All works are chosen from the
titles in the prescribed literature in
All group 1 courses are suitable for students translation list.
experienced in using a language in an academic
Detailed study Study of three works 65 hours
context. It is also recognized that students have All works are chosen from the
ODQJXDJHEDFNJURXQGVWKDWYDU\VLJQL¿FDQWO\)RU prescribed list of authors for the
one student the target language may be his or her language being studied, each from
RQO\SUR¿FLHQWODQJXDJHDQRWKHUVWXGHQWPD\KDYHD a different genre.
FRPSOH[ODQJXDJHSUR¿OHDQGFRPSHWHQFHLQPRUHWKDQ Literary genres Study of four works 65 hours
one language. While students in the group 1 courses All works are chosen from the
ZLOOXQGHUJRVLJQL¿FDQWGHYHORSPHQWLQWKHLUDELOLW\WR prescribed list of authors for the
language being studied, chosen
use language for a range of purposes, these are not from the same genre.
language-acquisition courses. In group 1, it is assumed
that students are highly competent in the target Options Study of three works 45 hours
Works are freely chosen in any
language, whether or not it is their mother tongue. combination.
Total teaching hours 240 hours
III. Assessment model

Assessment for language A: literature higher level Assessment at a glance

The IB assesses student work as direct evidence of Type of Format of Time Weighting
achievement against the stated goals of the Diploma assessment assessment (hours) RI¿QDO
Programme courses, which are to provide students with:
grade (%)
‡ a broad and balanced, yet academically demanding, External 70
programme of study
‡ WKHGHYHORSPHQWRIFULWLFDOWKLQNLQJDQGUHÀHFWLYH Paper 1 Literary 2 20
skills commentary and
‡ the development of research skills analysis of one
‡ the development of independent learning skills unseen text
‡ the development of intercultural understanding Paper 2 Essay on at least 2 25
‡ a globally recognized university entrance two works studied
TXDOL¿FDWLRQ Written 5HÀHFWLYHVWDWHPHQW 25
Students’ success in the language A: literature higher assignment and literary essay on
level course is measured by combining their grades on one work studied
external and internal assessment. Internal 30
Students must demonstrate their ability to provide Oral work )RUPDORUDOFRPPHQWDU\DQG 15
literary commentary about prose and poetry, both in interview (20 minutes)
written form and orally. Individual oral presentation 15
(10-15 minutes)

[Link]

Learn more about how the IB Diploma Programme prepares students for success at university by going online to
[Link]/universities or email us at recognition@[Link].
International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate
IB language A: literature standard level
subject brief
The International Baccalaureate® Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced
programme of education that prepares students for success at university and life beyond. Students take courses in six different
subject groups, maintaining both breadth and depth of study. Language A: literature standard level is in group 1, studies in
language and literature. In addition, three core elements—the extended essay, theory of knowledge and creativity, action,
service—are compulsory and central to the philosophy of the programme.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop
internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute
to creating a better, more peaceful world.
The IB subject briefs illustrate key course components in the IB Diploma Programme.
I. Course description and aims III. Assessment model
II. Curriculum model overview

Overview of the language A: literature standard level course and curriculum model
‡ encourage a personal appreciation of literature and
I. Course description and aims develop an understanding of the techniques involved
in literary criticism
The IB Diploma Programme language A: literature ‡ develop the students’ powers of expression, both
course develops understanding of the techniques in oral and written communication, and provide the
involved in literary criticism and promotes the ability opportunity of practising and developing the skills
to form independent literary judgments. In language involved in writing and speaking in a variety of styles
A: literature, the formal analysis of texts and wide and situations
coverage of a variety of literature—both in the language ‡ introduce students to a range of literary works of
of the subject and in translated texts from other cultural different periods, genres, styles and contexts
domains—is combined with a study of the way literary ‡ broaden the students’ perspective through the study
conventions shape responses to texts. of works from other cultures and languages
Students completing this course will have a thorough
‡ introduce students to ways of approaching and
studying literature, leading to the development of an
knowledge of a range of texts and an understanding
understanding and appreciation of the relationships
of other cultural perspectives. They will also have
between different works
effectively developed skills of analysis and the ability
to support of an argument in clearly expressed writing,
‡ develop the ability to engage in close, detailed
analysis of written text
VRPHWLPHVDWVLJQL¿FDQWOHQJWK7KHFRXUVHZLOOHQDEOH
them to succeed in a wide range of university courses,
‡ promote in students an enjoyment of, and lifelong
interest in, literature.
particularly in literature but also in subjects such as
philosophy, law and language.
Texts studied can be chosen from the prescribed II. Curriculum model overview
literature in translation (PLT) list, prescribed list of
authors (PLA) or elsewhere. The PLT list is a wide- Language A: literature standard level
ranging list of works in translation, from a variety of
Components
languages, allowing teachers to select works in a
language different from the language of the examination. Works in Study of two works 40 hours
translation All works are chosen from the
The PLA lists authors from the language of the titles in the prescribed literature
examination. The authors on the list are appropriate for in translation list.
students aged 16 to 19.
Detailed study Study of two works 40 hours
All group 1 courses are suitable for students All works are chosen from the
experienced in using a language in an academic prescribed list of authors for
the language being studied,
context. It is also recognized that students have each from a different genre.
ODQJXDJHEDFNJURXQGVWKDWYDU\VLJQL¿FDQWO\)RU
one student the target language may be his or her Literary genres Study of three works 40 hours
All works are chosen from the
RQO\SUR¿FLHQWODQJXDJHDQRWKHUVWXGHQWPD\KDYHD prescribed list of authors for
FRPSOH[ODQJXDJHSUR¿OHDQGFRPSHWHQFHLQPRUHWKDQ the language being studied,
one language. While students in the group 1 courses chosen from the same genre.
ZLOOXQGHUJRVLJQL¿FDQWGHYHORSPHQWLQWKHLUDELOLW\WR Options Study of three works 30 hours
use language for a range of purposes, these are not Works are freely chosen in any
language-acquisition courses. In group 1, it is assumed combination.
that students are highly competent in the target Total teaching hours 150 hours
language, whether or not it is their mother tongue.
The aims of the language A: literature course at both
higher and standard levels are to:
III. Assessment model

Assessment for language A: literature Assessment at a glance

standard level
The IB assesses student work as direct evidence of Type of Format of Time Weighting
achievement against the stated goals of the Diploma assessment assessment (hours) RI¿QDO
Programme courses, which are to provide students with: grade (%)
‡ a broad and balanced, yet academically demanding, External 70
programme of study
‡ WKHGHYHORSPHQWRIFULWLFDOWKLQNLQJDQGUHÀHFWLYH Paper 1 Literary analysis of 1.5 20
skills one unseen text
‡ the development of research skills Paper 2 Essay based on 1.5 25
‡ the development of independent learning skills two works studied
‡ the development of intercultural understanding 5HÀHFWLYHVWDWHPHQW
‡
Written 25
DJOREDOO\UHFRJQL]HGXQLYHUVLW\HQWUDQFHTXDOL¿FDWLRQ assignment and literary essay
Students’ success in the language A: literature standard on one work studied
level course is measured by combining their grades on Internal 30
external and internal assessment.
Oral work )RUPDORUDO 10 minutes 15
Students must demonstrate their ability to provide commentary and
literary commentary about prose and poetry, both in interview
written form and orally.
Individual oral 10–15 15
presentation minutes

[Link]

Learn more about how the IB Diploma Programme prepares students for success at university by going online to
[Link]/universities or email us at recognition@[Link].
International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate
DP Subject Information

Group 2: Language Acquisition

· Arabic B SL
· French B SL
· French ab initio SL
· Hindi B SL
· Spanish ab initio SL
· Spanish B SL
· German ab initio SL

The structures of these courses at HL, SL and Ab Initio Level are generic so there
is only one information sheet for each of these types of course.

31
 International Baccalaureate
Diploma Programme Subject Brief
Language acquisition:
Language ab initio – Standard level
First assessments 2013 – Last assessments 2019

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims II. Curriculum model overview

The IB DP language ab initio course is designed to provide students with Three areas of study – language, themes and texts – provide the basis
the necessary skills and intercultural understanding to enable them to of the language ab initio course. These three fundamental areas, as well
communicate successfully in an environment where the language stud- as intercultural understanding, are all interrelated and should be studied
ied is spoken. This process encourages the learner to go beyond the concurrently.
confines of the classroom, expanding an awareness of the world and Areas of Study
fostering respect for cultural diversity. The language ab initio course de-
velops students’ linguistic abilities through the development of recep- Language
tive, productive and interactive skills by providing them opportunities t
Receptive skills: the ability to comprehend straightforward
to respond and interact appropriately in a defined range of everyday written and spoken language.
situations. Language ab initio is available at standard level only. t
Productive skills: the ability to write and speak the target
t
language effectively.
The aims of the language ab initio course are to: t
Interactive skills: the ability to understand and respond effectively
to written and spoken language.
t
develop students’ intercultural understanding Themes
t
enable students to understand and use the language they have t
Individuals and society – Daily routines; education; food and
studied in a range of contexts and for a variety of purposes drink; personal details; appearance and character physical
t
encourage, through the study of texts and through social interac- health; relationships; shopping
tion, an awareness and appreciation of the different perspectives t
Leisure and work – Employment; entertainment; holidays;
of people from other cultures media; sport; technology; transport
t
develop students’ awareness of the role of language in relation to t
Urban and rural environment – Environmental concerns; global
other areas of knowledge issues; neighbourhood; physical geography; town and services;
t
develop students’ awareness of the relationship between the lan- weather
guages and cultures with which they are familiar
Texts
t
provide students with a basis for further study, work and leisure
During the course, students are taught to understand and produce
through the use of an additional language
a variety of spoken, written and visual texts. Use of authentic texts is
t
provide the opportunity for enjoyment, creativity and intellectual
encouraged. Examples of texts to be studied include articles, letters,
stimulation through knowledge of an additional language.
maps, timetables and web pages.

© International Baccalaureate Organization 2014

III. Assessment model IV. Sample questions
Having followed the language ab initio standard level course, students t
Your teacher has asked you to speak about the disadvantages of
will be assessed on their ability to: using public transport. Write the text of your speech. Mention at
least three disadvantages.
t
demonstrate an awareness and understanding of the intercultural t
You are on holiday in a (target language) speaking country. On
elements related to the prescribed topics your personal blog you post a message about someone you have
t
communicate clearly and effectively in a range of situations just met. In your blog entry you explain:
t
understand and use accurately the basic structures of the language
t
understand and use an appropriate range of vocabulary t
three details about this person
t
use a register and a format that are appropriate to the situation. t
where you met
t
what you have been doing together
t
what your future plans are
Assessment at a glance
Type of Format of Time Weighting
assessment assessment (hours) of final
grade (%)
External 75
Paper 1: Understanding of four 1.5 30
Receptive written texts.
skills Text-handling exercises.

Paper 2: Two compulsory writing 1 25

Productive exercises.
skills Section A: One question to
be answered from a choice
of two.
Section B: One question to
be answered from a choice
of three.
Written A piece of writing, 200–300 2 20
assignment: words, in the target lan-
Receptive guage carried out under
and produc- teacher guidance.
tive skills
Internal 25
Individual 1. Presentation of a visual 10 25
oral: stimulus (from a choice minutes
Interactive of two) by the student
skills 2. Follow-up questions
on the visual stimulus
3. General conversation
including at least two
questions on the
written assignment

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
 International Baccalaureate
Diploma Programme Subject Brief
Language acquisition:
Language B – Higher level
First assessments 2013 – Last assessments 2019

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Student
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims II. Curriculum model overview

The IB DP language B course provides students with the opportunity to Component Recommended
acquire or develop an additional language and to promote an under- teaching hours
standing of other cultures through the study of language.
Core 240
Language B is designed for students who possess a degree of knowl- Instruction on three topics
edge and experience in the target language. Those learning a language t
communication and media
B at higher level should be able to follow university courses in other dis- t
global issues
ciplines in the language B that is studied. t
Social relationships
Options
The aims of the language B higher level course are to: Two options from the following five
t
develop students’ intercultural understanding t
cultural diversity
t
enable students to understand and use the language they have t
customs and traditions
studied in a range of contexts and for a variety of purposes t
health
t
encourage, through the study of texts and through social interac- t
leisure
tion, an awareness and appreciation of the different perspectives t
science and technology
of people from other cultures
Literature
t
develop students’ awareness of the role of language in relation to
t
Read 2 works of literature
other areas of knowledge
t
develop students’ awareness of the relationship between the lan-
guages and cultures with which they are familiar
t
provide students with a basis for further study, work and leisure
through the use of an additional language
t
provide the opportunity for enjoyment, creativity and intellectual
stimulation through knowledge of an additional language.

© International Baccalaureate Organization 2014

III. Assessment model Assessment at a glance
The assessments aim to test all students’ ability to understand and use Type of Format of Time Weighting
the language of study as well as key concepts through: assessment assessment (hours) of final
grade (%)
t
learning a language by engaging with its use and meaning within
a social framework External 70
t
developing receptive, productive and interactive skills to meet the Paper 1 Receptive skills 1.5 25
objectives of the course.
Text handling exercise on 4
Students’ success in the language B higher level course is measured by written texts.
combining their grades on external and internal assessment.
Paper 2 Written productive skills 1.5 25
Students will be assessed on their ability to: through 2 writing exercises
Written Receptive and written pro- 20
t
communicate clearly and effectively in a range of situations, demon- assignment ductive skills
strating linguistic competence and intercultural understanding
t
use language appropriate to a range of interpersonal and/or cultural Creative writing and ration-
contexts ale based on one literary text
t
understand and use language to express and respond to a range of read during the course
ideas with accuracy and fluency Internal 30
t
organize ideas on a range of topics, in a clear, coherent and
convincing manner Oral work Individual oral presentation 20
t
understand, analyse and respond to a range of written and spoken
texts Interactive oral activities. 10
t
understand and use works of literature written in the target
language of study
IV. Sample questions
Students are asked to write 250-400 words based on one of five available
topics, such as:

t
Social isolation can be considered a problem for today’s teenagers.

In class, you have been asked to give a speech to your classmates
informing them about the problem. Write the text of your speech.
[based on Option: Health]
t
You are a student at an international school in a (target language)
speaking country. Write an article to be published in the school mag-
azine on how your experience at the international school will affect
your future job prospects. [based on Option: Cultural diversity]

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
 International Baccalaureate
Diploma Programme Subject Brief
Language acquisition:
Language B – Standard level
First assessments 2013 – Last assessments 2019

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Student
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims II. Curriculum model overview

The IB DP language B course provides students with the opportunity to Component Recommended
acquire or develop an additional language and to promote an under- teaching hours
standing of other cultures through the study of language.
Core
Language B is designed for students who possess a degree of knowl- Instruction on three topics
edge and experience in the target language. High performing standard t
communication and media
level students should be able to follow university courses in other disci- t
global issues
plines in the language B that is studied. t
Social relationships
Options 150
The aims of the language B standard level course are to: Two options from the following five
t
cultural diversity
t
develop students’ intercultural understanding t
customs and traditions
t
enable students to understand and use the language they have t
health
studied in a range of contexts and for a variety of purposes t
leisure
t
encourage, through the study of texts and social interaction, an t
science and technology
awareness and appreciation of the different perspectives of people
from other cultures
t
develop students’ awareness of the role of language in relation to
other areas of knowledge
t
develop students’ awareness of the relationship between the lan-
guages and cultures with which they are familiar
t
provide students with a basis for further study, work and leisure
through the use of an additional language
t
provide the opportunity for enjoyment, creativity and intellectual
stimulation through knowledge of an additional language.

© International Baccalaureate Organization 2014

III. Assessment model IV. Sample questions
The assessments aim to test all students’ ability to understand and use Students are asked to write 250-400 words based on one of five available
the language of study as well as key concepts through: topics, such as:

t
learning a language by engaging with its use and meaning within t
Social isolation can be considered a problem for today’s teenagers.
a social framework In class, you have been asked to give a speech to your classmates
t
developing receptive, productive and interactive skills in the lan- informing them about the problem. Write the text of your speech.
guage of study. [based on Option: Health]
t
You are a student at an international school in a (target language)
Students will be assessed on their ability to: speaking country. Write an article to be published in the school
magazine on how your experience at the international school
t
communicate clearly and effectively in a range of situations, will affect your future job prospects. [based on Option: Cultural
demonstrating linguistic competence and intercultural under- diversity]
standing
t
use language appropriate to a range of interpersonal and/or
cultural contexts
t
understand and use language to express and respond to a range of
ideas with accuracy and fluency
t
organize ideas on a range of topics, in a clear, coherent and
convincing manner
t
understand, analyse and respond to a range of written and spoken
texts.

Assessment at a glance
Type of Format of Time Weighting
assessment assessment (hours) of final
grade (%)
External 70
Paper 1 Text handling exercise on 4 1.5 25
written texts
Paper 2 Written productive skills 1.5 25
through 1 writing exercise
Written Written exercise and 20
assignment rationale based on
intertextual reading
Internal 30
Oral work Individual oral presentation 20

Interactive oral activities 10

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
DP Subject Information

Group 3: Individuals and Societies

· Business and Management HL/SL
· Economics HL/SL
· Geography HL/SL
· History HL/SL
· Information Technology in the Global Society (ITGS) HL/SL
· Psychology HL/SL
· Environmental Systems and Societies (SL only)*

*Note: Environmental Systems and Societies constitutes an interdisciplinary subject counts

toward Group 3: Individuals and Societies and Group 4: Sciences.

Therefore, if a student does not wish to take any of the subjects offered in Group 4 they can
opt for this and vice-versa. See the Group 4 subject pages for more information.

38
 International Baccalaureate
Diploma Programme Subject Brief
Individuals and societies:
Business management—Higher level
First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP students develop skills from five ATL categories: thinking,
research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended es-
say, theory of knowledge and creativity, action, service—are compulsory and central
to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims The aims of the business management course at HL and SL are to:
The business management course is designed to develop students’ 1. encourage a holistic view of the world of business
knowledge and understanding of business management theories, as 2. empower students to think critically and strategically about indi-
well as their ability to apply a range of tools and techniques. Students vidual and organizational behaviour
learn to analyse, discuss and evaluate business activities at local, nation- 3. promote the importance of exploring business issues from differ-
al and international levels. The course covers a range of organizations ent cultural perspectives
from all sectors, as well as the sociocultural and economic contexts in 4. enable the student to appreciate the nature and significance of
which those organizations operate. change in a local, regional and global context
5. promote awareness of the importance of environmental, social and
The course covers the key characteristics of business organization and ethical factors in the actions of individuals and organizations
environment, and the business functions of human resource manage- 6. develop an understanding of the importance of innovation in a
ment, finance and accounts, marketing and operations management. business environment.
Links between the topics are central to the course. Through the explo-
ration of six underpinning concepts (change, culture, ethics, globaliza- II. Curriculum model overview
tion, innovation and strategy), the course allows students to develop
a holistic understanding of today’s complex and dynamic business Component Recommended
environment. The conceptual learning is firmly anchored in business teaching hours
management theories, tools and techniques and placed in the context Unit 1: Business organization and environment 50
of real world examples and case studies. 1.1 Introduction to business management
1.2 Types of organizations
The course encourages the appreciation of ethical concerns at both 1.3 Organizational objectives
a local and global level. It aims to develop relevant and transferable 1.4 Stakeholders
skills, including the ability to: think critically; make ethically sound and 1.5 External environment
well-informed decisions; appreciate the pace, nature and significance of 1.6 Growth and evolution
change; think strategically; and undertake long-term planning, analysis 1.7 Organizational planning tools
and evaluation. The course also develops subject-specific skills, such as
financial analysis.

© International Baccalaureate Organization 2014

 Unit 2: Human resource management 30 2. Demonstrate application and analysis of:
2.1 Functions and evolution of human t
knowledge and skills to a variety of real-world and fictional
resource management business situations
2.2 Organizational structure t
business decisions by explaining the issue(s) at stake, selecting
2.3 Leadership and management and interpreting data, and applying appropriate tools, techniques,
2.4 Motivation theories and concepts
2.5 Organizational (corporate) culture t
the HL extension topics.
2.6 Industrial/employee relations 3. Demonstrate synthesis and evaluation of:
t
business strategies and practices, showing evidence of critical
Unit 3: Finance and accounts 50 thinking
3.1 Sources of finance t
business decisions, formulating recommendations
3.2 Costs and revenues t
the HL extension topics.
3.3 Break-even analysis 4. Demonstrate a variety of appropriate skills to:
3.4 Final accounts t
produce well-structured written material using business
3.5 Profitability and liquidity ratio analysis terminology
3.6 Efficiency ratio analysis t
select and use quantitative and qualitative business tools,
3.7 Cash flow techniques and methods
3.8 Investment appraisal t
select and use business material, from a range of primary and
3.9 Budgets secondary sources.
Unit 4: Marketing 50
4.1 The role of marketing
4.2 Marketing planning (including introduc- Assessment at a glance
tion to the four Ps) Type of Format of Time Weighting
4.3 Sales forecasting assessment assessment (hours) of final
4.4 Market research grade (%)
4.5 The four Ps (product, price, promotion, External 4.5 75
place)
4.6 The extended marketing mix of seven Ps Paper 1 Structured and extended 2.25 35
4.7 International marketing response questions
4.8 E-commerce Paper 2 Structured and extended 2.25 40
Unit 5: Operations management 30 response questions
5.1 The role of operations management Internal 30 25
5.2 Production methods
Research Students research and 30 25
5.3 Lean production and quality management
project report on an issue facing an
5.4 Location
organization or a decision to
5.5 Production planning
be made by an organization
5.6 Research and development
(or several organizations).
5.7 Crisis management and contingency
Maximum 2,000 words.
planning
Internal assessment 30
IV. Sample questions
t
Analyse the appropriateness of a cost-plus pricing strategy for
III. Assessment model B-Pharma’s drugs.
By the end of the business management HL course, students are ex- t
Evaluate the effectiveness of the democratic leadership style of
pected to reach the following assessment objectives. the partners at Hands.
1. Demonstrate knowledge and understanding of: t
With reference to one or two organization(s) that you have
t
the business management tools, techniques and theories studied, discuss how marketing strategies may differ in two
specified in the syllabus content cultures that you are familiar with.
t
the six concepts that underpin the subject
t
real-world business problems, issues and decisions
t
the HL extension topics.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: [Link]

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/recognition or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
Individuals and societies:
Business management— Standard level
First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP students develop skills from five ATL categories: thinking,
research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended es-
say, theory of knowledge and creativity, action, service—are compulsory and central
to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims 3. promote the importance of exploring business issues from differ-
The business management course is designed to develop students’ ent cultural perspectives
knowledge and understanding of business management theories, as 4. enable the student to appreciate the nature and significance of
well as their ability to apply a range of tools and techniques. Students change in a local, regional and global context
learn to analyse, discuss and evaluate business activities at local, national 5. promote awareness of the importance of environmental, social and
and international levels. The course covers a range of organizations from ethical factors in the actions of individuals and organizations
all sectors, as well as the sociocultural and economic contexts in which 6. develop an understanding of the importance of innovation in a
those organizations operate. business environment.

The course covers the key characteristics of business organization and II. Curriculum model overview
environment, and the business functions of human resource manage-
ment, finance and accounts, marketing and operations management. Component Recommended
Through the exploration of six underpinning concepts (change, culture, teaching hours
ethics, globalization, innovation and strategy), the course allows stu- Unit 1: Business organization and environment 40
dents to develop a holistic understanding of today’s complex and dy- 1.1 Introduction to business management
namic business environment. The conceptual learning is firmly anchored 1.2 Types of organizations
in business management theories, tools and techniques and placed in 1.3 Organizational objectives
the context of real world examples and case studies. 1.4 Stakeholders
1.5 External environment
The course encourages the appreciation of ethical concerns, at both 1.6 Growth and evolution
a local and global level. It aims to develop relevant and transferable Unit 2: Human resource management 15
skills, including the ability to: think critically; make ethically sound and 2.1 Functions and evolution of human
well-informed decisions; appreciate the pace, nature and significance of resource management
change; think strategically; and undertake long term planning, analysis 2.2 Organizational structure
and evaluation. The course also develops subject-specific skills, such as 2.3 Leadership and management
financial analysis. 2.4 Motivation
The aims of the business management course at HL and SL are to:
1. encourage a holistic view of the world of business
2. empower students to think critically and strategically about indi-
vidual and organizational behaviour

© International Baccalaureate Organization 2014

 Unit 3: Finance and accounts 35 Assessment at a glance
3.1 Sources of finance Type of Format of Time Weighting
3.2 Costs and revenues assessment assessment (hours) of final
3.3 Break-even analysis grade (%)
3.4 Final accounts (some HL only)
External 3 75
3.5 Profitability and liquidity ratio analysis
3.6 Cash flow Paper 1 Structured questions 1.25 35
3.7 Investment appraisal (some HL only)
Paper 2 Structured and extended 1.75 40
Unit 4: Marketing 35 response questions
4.1 The role of marketing
Internal 15 25
4.2 Marketing planning (including introduc-
tion to the four Ps) Written Students produce a written 15 25
4.3 Market research commentary commentary based on three
4.4 The four Ps (product, price, promotion, to five supporting docu-
place) ments about a real issue or
4.5 E-commerce problem facing a particular
organization. Maximum
Unit 5: Operations management 10
1,500 words.
5.1 The role of operations management
5.2 Production methods
5.3 Location IV. Sample questions
Internal assessment 15 t
Apply the Boston Consulting Group (BCG) matrix to B-Pharma’s
product portfolio.
t
Examine possible strategies for Dan Electro to prevent cash flow
III. Assessment model difficulties.
By the end of the business management SL course, students are ex- t
With reference to one organization that you have studied,
pected to reach the following assessment objectives. examine what changes globalization brings about in the
1. Demonstrate knowledge and understanding of: management of human resources.
t
the business management tools, techniques and theories
specified in the syllabus content
t
the six concepts that underpin the subject
t
real-world business problems, issues and decisions
2. Demonstrate application and analysis of:
t
knowledge and skills to a variety of real-world and fictional
business situations
t
business decisions by explaining the issue(s) at stake, selecting
and interpreting data, and applying appropriate tools, techniques,
theories and concepts
3. Demonstrate synthesis and evaluation of:
t
business strategies and practices, showing evidence of critical
thinking
t
business decisions, formulating recommendations
4. Demonstrate a variety of appropriate skills to:
t
produce well-structured written material using business
terminology
t
select and use quantitative and qualitative business tools,
techniques and methods
t
select and use business material, from a range of primary and
secondary sources.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: [Link]

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/recognition or email: recognition@[Link].
 IB economics higher level subject brief

The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that
prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both
breadth and depth of study. Economics higher level is in group 3, individuals and societies. In addition, three core elements—the
extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop
internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to
creating a better, more peaceful world.
The IB subject briefs illustrate key course components in the IB Diploma Programme.
I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

Overview of the economics higher level course and curriculum model

Macroeconomics
I. Course description and aims Measuring national income
Introduction to development
The IB Diploma Programme economics higher level Macroeconomic models
course aims to provide students with a core knowledge Demand-side and supply-side policies
8QHPSOR\PHQWDQGLQÀDWLRQ
of economics, encourage students to think critically Distribution of income
about economics, promote an awareness and
understanding of internationalism in economics and International economics
Reasons for trade
encourage students’ development as independent Free trade and protectionism
learners. Alongside the empirical observations of Economic integration
positive economics, students of the subject are asked World Trade Organization (WTO)
to formulate normative questions and to recognize their Balance of payments
own tendencies for bias. Exchange rates
Balance of payment problems
In addition, the course is designed to: Terms of trade
‡ encourage the systematic and critical study of Development economics
human experience and behaviour; physical, Sources of economic growth and/or development
economic and social environments; and the Consequences of growth
economics and development of social and cultural Barriers to economic growth and/or development
Growth and development strategies
institutions
‡
Evaluation of growth and development strategies
develop the capacity to identify, analyse critically
and evaluate theories, concepts and arguments
about the nature and activities of the individual and III. Assessment model
society
‡ enable students to collect, describe and analyse
data used in studies of society; test hypotheses; and Assessment for economics higher level
interpret complex data and source material The IB assesses student work as direct evidence of
‡ promote an appreciation of the way learning is achievement against the stated goals of the Diploma
relevant to both the culture in which the student lives Programme courses, which are to provide students with:
‡ a broad and balanced, yet academically demanding,
and the culture of other societies
‡ develop an awareness that human attitudes and
programme of study
‡
beliefs are widely diverse and that the study of
WKHGHYHORSPHQWRIFULWLFDOWKLQNLQJDQGUHÀHFWLYHVNLOOV
‡
society requires an appreciation of such diversity
‡ the development of research skills
‡
enable the student to recognize that the content
the development of independent learning skills
‡
and methodologies of the subjects in group 3
the development of intercultural understanding
‡
are contestable and that their study requires the
toleration of uncertainty. DJOREDOO\UHFRJQL]HGXQLYHUVLW\HQWUDQFHTXDOL¿FDWLRQ

II. Curriculum model overview

Economics higher level

Components
Introduction to economics
Microeconomics
Markets
Elasticities
7KHRU\RIWKH¿UP
Market failure
 Assessment for economics higher level (continued)
The assessments aim to test all students’ knowledge and understanding of key concepts through various activities
that demonstrate their ability to:
‡ understand and apply economic concepts and theories to a range of circumstances and a variety of situations
‡ analyse information through the use of economic concepts and theories
‡ evaluate concepts and theories from different economic perspectives.
Students’ success in the economics higher level course is measured by combining their grades on external and
internal assessment.
In external assessment components, students must be able to demonstrate an understanding of both basic facts
and complex concepts related to the full economics syllabus. The internal assessment measures students’ ability
to produce a portfolio of four commentaries—each 650 to 750 words—based on a news media extract that links
economic theory to a real-world situation. Three of the four commentaries must have as their main focus a different
section of the syllabus, although commentaries may reference other sections. A fourth commentary can focus either
on a single section or on two or more sections of the syllabus.
Assessment at a glance
Type of assessment Format of assessment Time Weighting of
(hours) ¿QDOJUDGH 
External 80
Paper 1 )RXUH[WHQGHGUHVSRQVHTXHVWLRQVEDVHGRQDOO¿YHVHFWLRQVRIWKHV\OODEXV 1 20
Paper 2 6L[VKRUWDQVZHUTXHVWLRQVEDVHGRQDOO¿YHVHFWLRQVRIWKHV\OODEXV 1 20
Paper 3 $GDWDUHVSRQVHSDSHURQDOO¿YHVHFWLRQVRIWKHV\OODEXV 2 40
Internal 20
Portfolio A portfolio of four commentaries

IV. Sample Questions

1. (a) Using examples, describe various sources of funds available to developing countries through trade and aid.
(b) Evaluate trade and aid as means of achieving economic growth and development. (Paper 1)
2. Explain why Veblen goods are an exception to the law of demand. (Paper 2)
3. Study the extract below and answer the questions that follow. (Paper 3)
Devaluation’s downbeat start
“If Argentina falls one more step, there will be a disaster,” said Eduardo Duhalde, its new president, urging Congress to
grant him emergency powers to cope with the country’s economic collapse. Congress duly granted those powers. Mr.
Duhalde promptly used them to order a devaluation and launched Argentina into the unknown.
$IWHUDGHFDGHLQZKLFKWKH$UJHQWLQHDQSHVRKDVEHHQ¿[HGWRWKH86GROODUPDQ\RIWKHHPHUJHQF\PHDVXUHV
XQYHLOHGDUHGHVLJQHGWRFXVKLRQWKHLPSDFWRIWKHGHYDOXDWLRQRQRUGLQDU\$UJHQWLQHV,QVWHDGRIDIUHHÀRDWWKH
JRYHUQPHQWKDVVHWDQRI¿FLDOH[FKDQJHUDWHRISHVRVWRWKHGROODU LHDGHYDOXDWLRQ IRUH[SRUWVWKRVH
imports judged to be essential, and most capital transactions.
In a move to make the public less upset, the prices charged by privatized telephone, water and energy companies will
QRWFKDQJH7KHVHKDGEHHQSHJJHGWRWKHGROODUDQGLQGH[HGWRLQÀDWLRQLQWKH861RZWKH\ZLOOEHVZLWFKHGWRSHVRV
DWSDUDQGWKHOLQNWR86SULFHVZLOOEHVFUDSSHG&RQJUHVVKDVDOVRJLYHQRI¿FLDOSRZHUVWRLPSRVHSULFHFRQWUROVEXW
they say that they will only use them on sensitive products, such as fuels and medicines.
,QDFRXQWU\ZLWKDKLVWRU\RIK\SHULQÀDWLRQWKHJRYHUQPHQWLVFOHDUO\VFDUHGWKDWDQXQFRQWUROOHGGHYDOXDWLRQZRXOGOHDG
to massive price rises. In fact, though some prices have already gone up, the economy’s deep recession may restrain
LQÀDWLRQ,ILQÀDWLRQDQGWKHH[FKDQJHUDWHDUHWREHUHVWUDLQHG&RQJUHVVZLOOKDYHWRDSSURYHDFRQYLQFLQJO\EDODQFHG
budget. Last year, as the economy collapsed, the government’s deep spending cuts failed to keep up with plunging tax
UHYHQXHVFDXVLQJDGH¿FLWRIELOOLRQ1RZWKHJRYHUQPHQWZLOOVDYHPRQH\E\QRWVHUYLFLQJPRVWRILWVGHEWEXWLQ
order to balance the books further, deeper cuts will be required.
6RXUFH‹7KH(FRQRPLVW1HZVSDSHU/LPLWHG/RQGRQ-DQXDU\WK DGDSWHGZLWKSHUPLVVLRQ
D  'H¿QHWKHIROORZLQJWHUPVLQGLFDWHGLQEROGLQWKHWH[W
(i) devaluation
LL LQÀDWLRQ
(b) Using an appropriate diagram, explain why “an uncontrolled devaluation would lead to massive price rises.”
(c) Using an appropriate diagram, explain the likely impact of imposing price controls on “sensitive products.”
(d) Using information from the text and your knowledge of economics, evaluate the advantages and disadvantages of
$UJHQWLQDDGRSWLQJDFRQWUDFWLRQDU\¿VFDOSROLF\

Learn more about how the IB Diploma Programme prepares students for success at university by going online to
[Link]/universities or email us at recognition@[Link].
International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate
IB economics standard level subject brief

The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that
prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both
breadth and depth of study. Economics standard level is in group 3, individuals and societies. In addition, three core elements—the
extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop
internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to
creating a better, more peaceful world.
The IB subject briefs illustrate key course components in the IB Diploma Programme.
I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

Overview of the economics standard level course and curriculum model

Macroeconomics
I. Course description and aims Measuring national income
Introduction to development
The IB Diploma Programme standard level economics Macroeconomic models
course aims to provide students with a core knowledge Demand-side and supply-side policies
8QHPSOR\PHQWDQGLQÀDWLRQ
of economics, encourage students to think critically Distribution of income
about economics, promote an awareness and
understanding of internationalism in economics and International economics
Reasons for trade
encourage students’ development as independent Free trade and protectionism
learners. Alongside the empirical observations of Economic integration
positive economics, students of the subject are asked World Trade Organization (WTO)
to formulate normative questions and to recognize their Balance of payments
own tendencies for bias. Exchange rates
Balance of payment problems
In addition, the course is designed to: Terms of trade
‡ encourage the systematic and critical study of Development economics
human experience and behaviour; physical, Sources of economic growth and/or development
economic and social environments; and the Consequences of growth
economics and development of social and cultural Barriers to economic growth and/or development
Growth and development strategies
institutions
‡
Evaluation of growth and development strategies
develop the capacity to identify, analyse critically
and evaluate theories, concepts and arguments
about the nature and activities of the individual and III. Assessment model
society
‡ enable students to collect, describe and analyse Assessment for economics standard level
data used in studies of society, test hypotheses, and
interpret complex data and source material The IB assesses student work as direct evidence of
‡ promote an appreciation of the way learning is achievement against the stated goals of the Diploma
relevant to both the culture in which the student Programme courses, which are to provide students with:
‡ a broad and balanced, yet academically demanding,
lives and the culture of other societies
‡ develop an awareness that human attitudes and
programme of study
‡
beliefs are diverse and that the study of society
WKHGHYHORSPHQWRIFULWLFDOWKLQNLQJDQGUHÀHFWLYHVNLOOV
‡
requires an appreciation of such diversity
‡ the development of research skills
‡
enable the student to recognize that the content
the development of independent learning skills
‡
and methodologies of the subjects in group 3
the development of intercultural understanding
‡
are contestable and that their study requires the
toleration of uncertainty. DJOREDOO\UHFRJQL]HGXQLYHUVLW\HQWUDQFHTXDOL¿FDWLRQ
The assessments aim to test all students’ knowledge and
understanding of key concepts through various activities
II. Curriculum model overview that demonstrate their ability to:
Economics standard level ‡ understand and apply economic concepts and theories
to a range of circumstances and a variety of situations
Components ‡ analyse information through the use of economic
Microeconomics concepts and theories
Markets ‡ evaluate concepts and theories from different
Elasticities economic perspectives.
Market failure
Assessment for economics standard level Assessment at a glance
(continued)
Students’ success in the economics standard level Type of Format of Time Weighting of
course is measured by combining their grades on assessment assessment (hours) ¿QDOJUDGH 
external and internal assessment.
External 75
In external assessment components, students must
be able to demonstrate an understanding of both basic Paper 1 Four extended- 1 25
facts and complex concepts related to the full economics response
syllabus. The internal assessment measures students’ questions
ability to produce a portfolio of four commentaries— EDVHGRQDOO¿YH
each 650 to 750 words—based on a news media extract sections of the
that links economic theory to a real-world situation. syllabus
Three of the four commentaries must have as their Paper 2 A data-response 2 50
main focus a different section of the syllabus, although SDSHURQDOO¿YH
commentaries may reference other sections. A fourth sections of the
commentary can focus either on a single section or on syllabus
two or more sections of the syllabus. Internal 25
Portfolio A portfolio of four
commentaries

IV. Sample questions

The following questions appeared in previous IB Diploma Programme economics standard level examinations.*
1. (a) Explain the concept of elasticity of demand.
 E  (YDOXDWHWKHVLJQL¿FDQFHRIHODVWLFLW\RIGHPDQGWREXVLQHVVHVDQGJRYHUQPHQW 3DSHU
2. Study the extract below and answer the questions that follow. (Paper 2)
Jump in unemployment drives down shares and dollars
News of a surprise sharp rise in unemployment in the United States drove the exchange rate of the US dollar and
VKDUHSULFHVGRZQHQGLQJDGLI¿FXOWDQGXQFHUWDLQZHHNIRUWKH86FXUUHQF\)RUWKHVHFRQGPRQWKLQDURZRI¿FLDO
data showed that expectations of a turnaround in the US labour market had been too optimistic.
The unemployment rate rose by 0.3 percentage points to a seven-year high of 6 %. Economists had been predicting
that the rate would rise by a smaller amount to 5.8 %. Analysts note that the unemployment rate was affected by an
increase in numbers of previously inactive workers, who recorded themselves as unemployed as a result of more
JHQHURXVXQHPSOR\PHQWEHQH¿W
The news caused the dollar to slide against all large currencies. The dollar fell by a cent to a six month low of $0.917
against the Euro. The dollar has been under pressure this week as market participants have begun to focus on the
ODUJHVL]HRIWKH86FXUUHQWDFFRXQWGH¿FLWDQGWKHREYLRXVVLJQVRIVOXJJLVKQHVVLQWKHHFRQRPLFUHFRYHU\7UDGHUV
have seized any opportunity to sell the currency.
The Federal Reserve would like to raise interest rates to prop up the dollar, but they are worried that this would
increase the level of unemployment.
The disappointing unemployment news was followed by suggestions that the recovery in the service sector was also
weakening. The regular survey issued by the Institute of Supply Management showed that overall activity in the service
VHFWRUJUHZDWDVORZHUUDWHLQ$SULOWKDQLWKDGLQ0DUFK*RYHUQPHQWRI¿FLDOVKDYHSOD\HGGRZQWKHXQHPSOR\PHQW
¿JXUHVVD\LQJWKDWWKHHFRQRP\ZDVSRLVHGWRJURZ%XWWKHPDUNHWVFRQWLQXHWRKDYHDSHVVLPLVWLFYLHZRIWKH
SURVSHFWVIRU86SUR¿WJURZWKDQGWKHFXUUHQF\
Source: © Financial Times, May 14th 2002 (adapted with permission)
Based on the previous extract:
 D  'H¿QHWKHIROORZLQJWHUPVLQGLFDWHGLQEROGLQWKHWH[W
(i) unemployment rate
  LL FXUUHQWDFFRXQWGH¿FLW
(b) Using an appropriate diagram, explain why higher interest rates might increase unemployment.
 F  8VLQJDQDSSURSULDWHGLDJUDPH[SODLQZK\PRUHJHQHURXVXQHPSOR\PHQWEHQH¿WVPD\KDYHFDXVHGWKH
unemployment rate to rise.
(d) Using information from the text and your knowledge of economics, evaluate the possible effects of fall in the value
of the US dollar on the American economy.
* the syllabus for examinations current until 2012.

Learn more about how the IB Diploma Programme prepares students for success at university by going online to
[Link]/universities or email us at recognition@[Link].
International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate
 International Baccalaureate
Diploma Programme Subject Brief
Individuals and societies:
Geography – Higher level
First assessments 2011 – Last assessments 2017

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims

Geography is a dynamic subject that is firmly grounded in the real world t
enable the student to collect, describe and analyse data used in
and focuses on the interactions between individuals, societies and the studies of society, to test hypotheses, and to interpret complex data
physical environment in both time and space. It seeks to identify trends and source material
and patterns in these interactions and examines the processes behind t
promote the appreciation of the way in which learning is relevant
them. Geography is distinctive in that it occupies the middle ground be- both to the student’s own culture, and the culture of other societies
tween social sciences and natural sciences. The DP geography course in- t
develop an awareness in the student that human attitudes and be-
tegrates both physical and human geography, and ensures that students liefs are widely diverse and that the study of society requires an ap-
acquire elements of both scientific and socio-economic methodologies. preciation of such diversity
Geography takes advantage of its position between both these groups t
enable the student to recognize that the content and methodolo-
of subjects to examine relevant concepts and ideas from a wide variety gies of the subjects in group 3 are contestable and that their study
of disciplines. This helps students develop an appreciation of, and a re- requires the toleration of uncertainty.
spect for, alternative approaches, viewpoints and ideas. t
develop an understanding of the interrelationships between people,
places, spaces and the environment
The aims of the geography higher level courses are to: t
develop a concern for human welfare and the quality of the environ-
ment, and an understanding of the need for planning and sustaina-
t
encourage the systematic and critical study of human experience ble management
and behaviour; physical, economic and social environments; and the t
appreciate the relevance of geography in analysing contemporary
history and development of social and cultural institutions issues and challenges, and develop a global perspective of diversity
t
develop in the student the capacity to identify, to analyse critically and change.
and to evaluate theories, concepts and arguments about the nature
and activities of the individual and society

© International Baccalaureate Organization 2014

II. Curriculum model overview t
Demonstrate the extent to which theories and concepts are
recognized and understood in particular contexts
Demonstrate synthesis and evaluation
Component Recommended t
Examine and evaluate geographic concepts, theories and
teaching hours perceptions
Part 1: Core theme 70 t
Use geographic concepts and examples to formulate and present
t
Populations in transition an argument
t
Disparities in wealth and development t
Evaluate materials using methodology appropriate for geographic
t
Patterns in environmental quality and sus- fieldwork
tainability t
Demonstrate synthesis and evaluation of the HL extension—
t
Patterns in resource consumption global interactions
Select, use and apply a variety of appropriate skills and techniques
Part 2: Optional themes - Three optional 90 t
Select, use and apply the prescribed geographic skills in appropri-
themes are required. ate contexts
t
Freshwater—issues and conflicts t
Produce well-structured written material, using appropriate
t
Oceans and their coastal margins terminology
t
Extreme environments t
Select, use and apply techniques and skills appropriate to a
t
Hazards and disasters—risk assessment geographic research question.
and response
t
Leisure, sport and tourism Assessment at a glance
t
The geography of food and health
t
Urban environments
Type of Format of Time Weighting
Part 3: Global interactions 60 assessment assessment (hours) of final
t
Measuring global interactions grade (%)
t
Changing space—the shrinking world
t
Economic interactions and flows External 4.5 80
t
Environmental change Paper 1 Multiple short answer and 1.5 25
t
Sociocultural exchanges one extended response
t
Political outcomes
t
Global interactions at the local level Paper 2 Three structured questions 2 35
based on stimulus material
Fieldwork 20
t
Fieldwork, leading to one written report Paper 3 One essay question 1 20
based on a fieldwork question, information Internal 20 20
collection and analysis with evaluation. Written IWritten report based on
report fieldwork (2,500 words
III. Assessment model maximum)

Having followed the geography higher level course, students will be

expected to: IV. Sample questions
Demonstrate knowledge and understanding of specified content t
Describe what is meant by a neo-Malthusian view.
t
The core theme—patterns and change t
Discuss the connections between affluence and health.
t
Three HL optional themes t
Explain how global interaction may be measured.
t
The HL extension—global interactions
t
An internally assessed specific geographic research topic
Demonstrate application and analysis of knowledge and understanding
t
Apply and analyse geographic concepts and theories
t
Identify and interpret geographic patterns and processes in unfa-
miliar information, data and cartographic material

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
 International Baccalaureate
Diploma Programme Subject Brief
Individuals and societies:
Geography – Standard level
First assessments 2011 – Last assessments 2017

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims

Geography is a dynamic subject that is firmly grounded in the real world t
promote the appreciation of the way in which learning is relevant
and focuses on the interactions between individuals, societies and the both to the student’s own culture, and the culture of other societies
physical environment in both time and space. It seeks to identify trends t
develop an awareness in the student that human attitudes and be-
and patterns in these interactions and examines the processes behind liefs are widely diverse and that the study of society requires an ap-
them. Geography is distinctive in that it occupies the middle ground be- preciation of such diversity
tween social sciences and natural sciences. The DP geography course in- t
enable the student to recognize that the content and methodolo-
tegrates both physical and human geography, and ensures that students gies of the subjects in group 3 are contestable and that their study
acquire elements of both scientific and socio-economic methodologies. requires the toleration of uncertainty.
Geography takes advantage of its position between both these groups t
develop an understanding of the interrelationships between people,
of subjects to examine relevant concepts and ideas from a wide variety places, spaces and the environment
of disciplines. This helps students develop an appreciation of, and a re- t
develop a concern for human welfare and the quality of the environ-
spect for, alternative approaches, viewpoints and ideas. ment, and an understanding of the need for planning and sustaina-
ble management
The aims of the geography standard level courses are to: t
appreciate the relevance of geography in analysing contemporary
issues and challenges, and develop a global perspective of diversity
t
encourage the systematic and critical study of human experience and change.
and behaviour; physical, economic and social environments; and the
history and development of social and cultural institutions
t
develop in the student the capacity to identify, to analyse critically
and to evaluate theories, concepts and arguments about the nature
and activities of the individual and society
t
enable the student to collect, describe and analyse data used in
studies of society, to test hypotheses, and to interpret complex data
and source material

© International Baccalaureate Organization 2014

II. Curriculum model overview Select, use and apply a variety of appropriate skills and techniques
t
Select, use and apply the prescribed geographic skills in
appropriate contexts
Component Recommended t
Produce well-structured written material, using appropriate
teaching hours terminology
Part 1: Core theme 70 t
Select, use and apply techniques and skills appropriate to a
t
Populations in transition geographic research question.
t
Disparities in wealth and development
t
Patterns in environmental quality and
sustainability Assessment at a glance
t
Patterns in resource consumption
Type of Format of Time Weighting
Part 2: Optional themes - Three optional 60 assessment assessment (hours) of final
themes are required. grade (%)
t
Freshwater—issues and conflicts External 75
t
Oceans and their coastal margins
t
Extreme environments Paper 1 Multiple short answer and 1.5 40
t
Hazards and disasters—risk assessment one extended response
and response Paper 2 Two structured questions 1.33 35
t
Leisure, sport and tourism based on stimulus material
t
The geography of food and health Internal 25
t
Urban environments
Written IWritten report based on 20
Fieldwork 20 report fieldwork (2,500 words
t
Fieldwork, leading to one written report maximum)
based on a fieldwork question, information
collection and analysis with evaluation.

IV. Sample questions

III. Assessment model
t
State the three components that are used to calculate the Human
Having followed the geography standard level course, students will be Development Index.
expected to: t
Explain how trade and access to markets may reduce disparities.
t
Explain how and why the following factors may influence popula-
Demonstrate knowledge and understanding of specified content tion density in hot, arid areas: human discomfort and inaccessibility.
t
The core theme—patterns and change t
Using examples, examine how extreme environments offer both
t
Two optional themes challenges and opportunities for mineral extraction.
t
An internally assessed specific geographic research topic
Demonstrate application and analysis of knowledge and understanding
t
Apply and analyse geographic concepts and theories
t
Identify and interpret geographic patterns and processes in unfa-
miliar information, data and cartographic material
t
Demonstrate the extent to which theories and concepts are recog-
nized and understood in particular contexts
Demonstrate synthesis and evaluation
t
Examine and evaluate geographic concepts, theories and
perceptions
t
Use geographic concepts and examples to formulate and present
an argument
t
Evaluate materials using methodology appropriate for geographic
fieldwork

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
 International Baccalaureate
Diploma Programme Subject Brief
Individuals and societies:
Global politics—higher level
First assessments 2017—last assessments 2023

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate
strategies, skills and attitudes that permeate the teaching and learning environment.
In the DP, students develop skills from five ATL categories: thinking, research, social,
self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose six courses from six distinct groups: 1) studies in language and literature; 2)
language acquisition; 3) individuals and societies; 4) sciences; 5) mathematics; 6) the
arts. Students may choose to replace the arts course with a second course from one
of the other five groups. At least three, and not more than four, subjects are taken at
higher level (240 recommended teaching hours), while the remaining are taken at
standard level (150 recommended teaching hours). In addition, three core
elements—the extended essay, theory of knowledge and creativity, activity,
service—are compulsory and central to the philosophy of the programme.

These DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims II. Curriculum model overview

The DP global politics course explores fundamental political concepts Component Recommended
such as power, equality, sustainability and peace in a range of contexts. teaching hours
It allows students to develop an understanding of the local, national, in-
ternational and global dimensions of political activity and processes, as Core units: People, power and politics 130
well as to explore political issues affecting their own lives. The course Four compulsory units:
helps students to understand abstract political concepts by grounding 1. Power, sovereignty and international rela-
them in real-world examples and case studies. It also invites comparison tions
between such examples and case studies to ensure a wider and trans- 2. Human rights
national perspective. 3. Development
4. Peace and conflict
Teachers explicitly teach thinking and research skills such as compre- Engagement activity 20
hension, text analysis, transfer, and use of primary sources. The study of An engagement on a political issue of person-
global politics enables students to critically engage with different and al interest, complemented with research.
new perspectives and approaches to politics in order to comprehend
HL extension: Global political challenges 90
the challenges of the changing world and become aware of their role in
Political issues in two of the following six global
it as active global citizens.
political challenges are researched and present-
ed through a case study approach.
The aims of the global politics course are to enable students to:
1. Environment
t
understand key political concepts and contemporary political
2. Poverty
issues in a range of contexts
3. Health
t
develop an understanding of the local, national, international and
4. Identity
global dimensions of political activity
5. Borders
t
understand, appreciate and critically engage with a variety of
[Link]
perspectives and approaches in global politics
t
appreciate the complex and interconnected nature of many
political issues, and develop the capacity to interpret competing
and contestable claims regarding those issues.

© International Baccalaureate Organization 2015

III. Assessment model Assessment at a glance
There are four assessment objectives for the DP global politics course. Type of Format of Time Weighting
Having followed the course at higher level (HL), students will be expect- assessment assessment (hours) of final
ed to meet the following objectives. grade (%)
Assessment objective 1: Knowledge and understanding
t
Demonstrate knowledge and understanding of key political External 4 60
concepts and contemporary issues in global politics. Paper 1 Stimulus-based paper on a 1.25 20
t
Demonstrate understanding of relevant source material. topic from one of the four
t
Demonstrate understanding of a political issue in a particular core units
experiential situation.
t
Demonstrate in-depth knowledge and understanding of political Paper 2 Extended response paper 2.75 40
issues in two detailed case studies. based on the four core units
Assessment objective 2: Application and analysis Internal
t
Apply knowledge of key political concepts to analyse Engagement A written report (2,000-word 20 20
contemporary political issues in a variety of contexts. activity maximum) on a political
t
Identify and analyse relevant material and supporting examples. issue explored through en-
t
Use political concepts and examples to formulate, present and gagement and research.
sustain an argument.
t
Apply knowledge of global politics to inform and analyse HL exten- Two video-recorded oral 90 20
experiential learning about a political issue. sion: global presentations (10-minute
t
Apply knowledge of global politics to analyse political issues in political maximum each) of two case
two case studies. challenges studies chosen from two dif-
Assessment objective 3: Synthesis and evaluation ferent HL extension topics.
t
Compare, contrast, synthesize and evaluate evidence from
sources and background knowledge. IV. Sample questions
t
Compare, contrast, synthesize and evaluate a variety of Paper 1
perspectives and approaches to global politics, and evaluate t
According to the stimulus material, what are three advantages of
political beliefs, biases and prejudices, and their origin. NGOs over other actors in global politics?
t
Synthesize and evaluate results of experiential learning and more t
Explain the term “civil society”, using both the information in the
theoretical perspectives on a political issue. sources and examples you have studied.
t
Demonstrate synthesis and evaluation of different approaches to,
and interpretations of, political issues in two case studies. Paper 2
Assessment objective 4: Use and application of appropriate skills t
“A national or regional approach to human rights enforcement is
t
Produce well-structured written material that uses appropriate more effective than a global approach.” Discuss.
terminology. t
Evaluate the claim that humanitarian intervention is a justifiable
t
Organize material into a clear, logical, coherent and relevant intrusion into the sovereignty of a state.
response.
t
Demonstrate evidence of research skills, organization and
referencing.
t
Present ideas orally with clarity.

About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internation-
ally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better,
more peaceful world.

For further information on the IB Diploma Programme, visit: [Link]/en/programmes/diploma-programme/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/en/university-admission or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
Individuals and societies:
Global politics—standard level
First assessments 2017—last assessments 2023

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate
strategies, skills and attitudes that permeate the teaching and learning environment.
In the DP, students develop skills from five ATL categories: thinking, research, social,
self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose six courses from six distinct groups: 1) studies in language and literature; 2)
language acquisition; 3) individuals and societies; 4) sciences; 5) mathematics; 6) the
arts. Students may choose to replace the arts course with a second course from one
of the other five groups. At least three, and not more than four, subjects are taken at
higher level (240 recommended teaching hours), while the remaining are taken at
standard level (150 recommended teaching hours). In addition, three core
elements—the extended essay, theory of knowledge and creativity, activity,
service—are compulsory and central to the philosophy of the programme.

These DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims “politics” provides a uniquely rich context in which to explore the rela-
The 21st century is characterized by rapid change and increasing inter- tionship between people and power. Teachers explicitly teach thinking
connectedness, impacting individuals and societies in unprecedented and research skills such as comprehension, text analysis, transfer, and use
ways and creating complex global political challenges. Global politics of primary sources.
is an exciting, dynamic subject that draws on a variety of disciplines in
the social sciences and humanities, reflecting the complex nature of The aims of the global politics course are to enable students to:
many contemporary political issues. The study of global politics enables t
understand key political concepts and contemporary political
students to critically engage with different and new perspectives and issues in a range of contexts
approaches to politics in order to comprehend the challenges of the t
develop an understanding of the local, national, international and
changing world and become aware of their role in it as active global global dimensions of political activity
citizens. t
understand, appreciate and critically engage with a variety of
perspectives and approaches in global politics
The DP global politics course explores fundamental political concepts t
appreciate the complex and interconnected nature of many
such as power, equality, sustainability and peace in a range of contexts. political issues, and develop the capacity to interpret competing
It allows students to develop an understanding of the local, national, in- and contestable claims regarding those issues.
ternational and global dimensions of political activity and processes, as
well as to explore political issues affecting their own lives. The course II. Curriculum model overview
helps students to understand abstract political concepts by grounding
them in real-world examples and case studies. It also invites comparison Component Recommended
between such examples and case studies to ensure a wider and trans- teaching hours
national perspective. Core units: People, power and politics 130
Four compulsory units:
The core units of the course together make up a central unifying theme 1. Power, sovereignty and international
of “people, power and politics”. The emphasis on “people” reflects the fact relations
that the course explores politics not only at a state level but also explores 2. Human rights
the function and impact of non-state actors, communities, groups and 3. Development
individuals. The concept of “power” is also emphasized as being particu- 4. Peace and conflict
larly crucial to understanding the dynamics, tensions and outcomes of Engagement activity 20
global politics. Throughout the course, issues such as conflict, migra- An engagement on a political issue of person-
tion or climate change are explored through an explicitly political lens: al interest, complemented with research.

© International Baccalaureate Organization 2015

III. Assessment model Assessment at a glance
There are four assessment objectives for the DP global politics course. Type of Format of Time Weighting
Having followed the course at standard level (SL), students will be ex- assessment assessment (hours) of final
pected to meet the following objectives. grade (%)
Assessment objective 1: Knowledge and understanding
t
Demonstrate knowledge and understanding of key political External 3 75
concepts and contemporary issues in global politics. Paper 1 Stimulus-based paper based 1.25 30
t
Demonstrate understanding of relevant source material. on a topic from one of the
t
Demonstrate understanding of a political issue in a particular four core units
experiential situation.
Assessment objective 2: Application and analysis Paper 2 Extended response paper 1.75 45
t
Apply knowledge of key political concepts to analyse based on the fore core units
contemporary political issues in a variety of contexts. Internal
t
Identify and analyse relevant material and supporting examples. Engagement A written report (2,000-word 20 25
t
Use political concepts and examples to formulate, present and activity maximum) on a political
sustain an argument. issue explored through
t
Apply knowledge of global politics to inform and analyse engagement and research.
experiential learning about a political issue.
Assessment objective 3: Synthesis and evaluation
t
Compare, contrast, synthesize and evaluate evidence from IV. Sample questions
sources and background knowledge. Paper 1
t
Compare, contrast, synthesize and evaluate a variety of t
Contrast the views of two sources within the stimulus material
perspectives and approaches to global politics, and evaluate regarding the relationship between NGOs and the state.
political beliefs, biases and prejudices, and their origin. t
“NGOs are insignificant actors in global politics.” Using the sources
t
Synthesize and evaluate results of experiential learning and more and your own knowledge evaluate this claim.
theoretical perspectives on a political issue.
Assessment objective 4: Use and application of appropriate skills Paper 2
t
Produce well-structured written material that uses appropriate t
To what extent is state sovereignty an outdated concept in the
terminology. 21st century?
t
Organize material into a clear, logical, coherent and relevant t
Evaluate the claim that humanitarian intervention is a justifiable
response. intrusion into the sovereignty of a state.
t
Demonstrate evidence of research skills, organization and
referencing.

About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internation-
ally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better,
more peaceful world.

For further information on the IB Diploma Programme, visit: [Link]/en/programmes/diploma-programme/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/en/university-admission or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
Individuals and societies:
History—higher level
First assessments 2017—last assessments 2023

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate
strategies, skills and attitudes that permeate the teaching and learning environment.
In the DP, students develop skills from five ATL categories: thinking, research, social,
self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose six courses from six distinct groups: 1) studies in language and literature; 2)
language acquisition; 3) individuals and societies; 4) sciences; 5) mathematics; 6) the
arts. Students may choose to replace the arts course with a second course from one
of the other five groups. At least three, and not more than four, subjects are taken at
higher level (240 recommended teaching hours), while the remaining are taken at
standard level (150 recommended teaching hours). In addition, three core
elements—the extended essay, theory of knowledge and creativity, activity,
service—are compulsory and central to the philosophy of the programme.

These DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims t
develop an understanding of history as a discipline and to

The DP history course is a world history course based on a comparative develop historical consciousness including a sense of chronology
and multi-perspective approach to history. It involves the study of a va- and context, and an understanding of different historical
riety of types of history, including political, economic, social and cultural, perspectives
and provides a balance of structure and flexibility. t
develop key historical skills, including engaging effectively with
sources
The course emphasizes the importance of encouraging students to t
increase students’ understanding of themselves and of
think historically and to develop historical skills as well as gaining factual contemporary society by encouraging reflection on the past.
knowledge. It puts a premium on developing the skills of critical think-
ing, and on developing an understanding of multiple interpretations of II. Curriculum model overview
history. In this way, the course involves a challenging and demanding
critical exploration of the past. Teachers explicitly teach thinking and re- Component Recommended
search skills such as comprehension, text analysis, transfer, and use of teaching hours
primary sources. Prescribed subjects 40
One of the following, using two case studies,
There are six key concepts that have particular prominence throughout each taken from a different region of the world:
the DP history course: change, continuity, causation, consequence, sig- 1. Military leaders
nificance and perspectives. 2. Conquest and its impact
3. The move to global war
The aims of the DP history course are to enable students to: 4. Rights and protest
t
develop an understanding of, and continuing interest in, the past 5. Conflict and intervention
t
encourage students to engage with multiple perspectives and
to appreciate the complex nature of historical concepts, issues,
events and developments
t
promote international-mindedness through the study of history
from more than one region of the world

© International Baccalaureate Organization 2015

 World history topics 90 Assessment objective 4: Use and application of appropriate skills
Two of the following, using topic examples t
Structure and develop focused essays that respond effectively to
from more than one region of the world: the demands of a question.
1. Society and economy (750–1400) t
Reflect on the methods used by, and challenges facing, the
2. Causes and effects of medieval wars (750– historian.
1500) t
Formulate an appropriate, focused question to guide a historical
3. Dynasties and rulers (750–1500) inquiry.
4. Societies in transition (1400–1700) t
Demonstrate evidence of research skills, organization, reference
5. Early Modern states (1450–1789) and selection of appropriate sources.
6. Causes and effects of Early Modern wars
(1500–1750) Assessment at a glance
7. Origins, development and impact of indus-
trialization (1750–2005) Type of Format of Time Weighting
8. Independence movements (1800–2000) assessment assessment (hours) of final
9. Evolution and development of democratic grade (%)
states (1848–2000) External 5 80
10. Authoritarian states (20th century)
Paper 1 Source-based paper based 1 20
11. Causes and effects of 20th-century wars
on the five prescribed
12. The Cold War: Superpower tensions and
subjects
rivalries (20th century)
Paper 2 Essay paper based on the 12 1.5 25
HL options: Depth studies 90
world history topics
One of the following:
1. History of Africa and the Middle East Paper 3 Essay paper based on one of 2.5 35
2. History of the Americas the four regional options
3. History of Asia and Oceania Internal
4. History of Europe
Historical A historical investigation 20 20
Internal assessment 20 investigation into a topic of the student’s
Historical investigation choice.

III. Assessment model IV. Sample questions

There are four assessment objectives for the DP history course. Having Paper 1
followed the course at higher level (HL), students will be expected to When presented with five sources related to the enforcements of the
meet the following objectives. provisions of the treaties, disarmament and London Naval Conference
Assessment objective 1: Knowledge and understanding (1930), students will:
t
Demonstrate detailed, relevant and accurate historical knowledge. t
explain the significance of the Conference
t
Demonstrate understanding of historical concepts and context. t
compare and contrast the views of the Conference presented in
t
Demonstrate understanding of historical sources. different sources
Assessment objective 2: Application and analysis t
assess the value and limitations of sources
t
Formulate clear and coherent arguments. t
use the sources and their own knowledge to discuss the extent
t
Use relevant historical knowledge to effectively support analysis. to which they agree with the view that the London Naval
t
Analyse and interpret a variety of sources. Conference was unsuccessful.
Assessment objective 3: Synthesis and evaluation
t
Integrate evidence and analysis to produce a coherent response.
t
Evaluate different perspectives on historical issues and events,
and integrate this evaluation effectively into a response.
t
Evaluate sources as historical evidence, recognizing their value
and limitations.
t
Synthesize information from a selection of relevant sources.

About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internation-
ally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better,
more peaceful world.

For further information on the IB Diploma Programme, visit: [Link]/en/programmes/diploma-programme/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/en/university-admission or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
Individuals and societies:
History—standard level
First assessments 2017—last assessments 2023

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate
strategies, skills and attitudes that permeate the teaching and learning environment.
In the DP, students develop skills from five ATL categories: thinking, research, social,
self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose six courses from six distinct groups: 1) studies in language and literature; 2)
language acquisition; 3) individuals and societies; 4) sciences; 5) mathematics; 6) the
arts. Students may choose to replace the arts course with a second course from one
of the other five groups. At least three, and not more than four, subjects are taken at
higher level (240 recommended teaching hours), while the remaining are taken at
standard level (150 recommended teaching hours). In addition, three core
elements—the extended essay, theory of knowledge and creativity, activity,
service—are compulsory and central to the philosophy of the programme.

These DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims t
develop an understanding of history as a discipline and to

The DP history course is a world history course based on a comparative develop historical consciousness including a sense of chronology
and multi-perspective approach to history. It involves the study of a va- and context, and an understanding of different historical
riety of types of history, including political, economic, social and cultural, perspectives
and provides a balance of structure and flexibility. t
develop key historical skills, including engaging effectively with
sources
The course emphasizes the importance of encouraging students to t
increase students’ understanding of themselves and of
think historically and to develop historical skills as well as gaining factual contemporary society by encouraging reflection on the past.
knowledge. It puts a premium on developing the skills of critical think-
ing, and on developing an understanding of multiple interpretations of
history. In this way, the course involves a challenging and demanding II. Curriculum model overview
critical exploration of the past. Teachers explicitly teach thinking and re-
search skills such as comprehension, text analysis, transfer, and use of Component Recommended
primary sources. teaching hours
Prescribed subjects 40
There are six key concepts that have particular prominence throughout One of the following, using two case studies,
the DP history course: change, continuity, causation, consequence, sig- each taken from a different region of the world:
nificance and perspectives. 1. Military leaders
2. Conquest and its impact
The aims of the DP history course are to enable students to: 3. The move to global war
t
develop an understanding of, and continuing interest in, the past 4. Rights and protest
t
encourage students to engage with multiple perspectives and 5. Conflict and intervention
to appreciate the complex nature of historical concepts, issues,
events and developments
t
promote international-mindedness through the study of history
from more than one region of the world

© International Baccalaureate Organization 2015

 World history topics 90 Assessment objective 4: Use and application of appropriate skills
Two of the following, using topic examples t
Structure and develop focused essays that respond effectively to
from more than one region of the world: the demands of a question.
1. Society and economy (750–1400) t
Reflect on the methods used by, and challenges facing, the
2. Causes and effects of medieval wars (750– historian.
1500) t
Formulate an appropriate, focused question to guide a historical
3. Dynasties and rulers (750–1500) inquiry.
4. Societies in transition (1400–1700) t
Demonstrate evidence of research skills, organization, reference
5. Early Modern states (1450–1789) and selection of appropriate sources.
6. Causes and effects of Early Modern wars
(1500–1750) Assessment at a glance
7. Origins, development and impact of indus-
trialization (1750–2005) Type of Format of Time Weighting
8. Independence movements (1800–2000) assessment assessment (hours) of final
9. Evolution and development of democratic grade (%)
states (1848–2000) External 2.5 75
10. Authoritarian states (20th century)
Paper 1 Source-based paper based 1 30
11. Causes and effects of 20th-century wars
on the five prescribed
12. The Cold War: Superpower tensions and
subjects
rivalries (20th century)
Paper 2 Essay paper based on the 12 1.5 45
world history topics
Internal assessment 20
Historical investigation Internal
Historical A historical investigation 20 25
investigation into a topic of the student’s
III. Assessment model choice.
There are four assessment objectives for the DP history course. Having
followed the course at standard level (SL), students will be expected to
meet the following objectives. IV. Sample questions
Assessment objective 1: Knowledge and understanding Paper 2 (HL and SL)
t
Demonstrate detailed, relevant and accurate historical knowledge. t
Examine the impact of industrialization on standards of living and
t
Demonstrate understanding of historical concepts and context. working conditions in one country.
t
Demonstrate understanding of historical sources. t
Compare and contrast the impact on women of the policies of
Assessment objective 2: Application and analysis two authoritarian states, each chosen from a different region.
t
Formulate clear and coherent arguments. t
Compare and contrast the role of technology in determining the
t
Use relevant historical knowledge to effectively support analysis. outcome of two 20th-century wars.
t
Analyse and interpret a variety of sources. t
Examine the impact of the US policy of containment on
Assessment objective 3: Synthesis and evaluation superpower relations between 1947 and 1964.
t
Integrate evidence and analysis to produce a coherent response.
t
Evaluate different perspectives on historical issues and events,
and integrate this evaluation effectively into a response.
t
Evaluate sources as historical evidence, recognizing their value
and limitations.
t
Synthesize information from a selection of relevant sources.

About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internation-
ally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better,
more peaceful world.

For further information on the IB Diploma Programme, visit: [Link]/en/programmes/diploma-programme/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/en/university-admission or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
Individuals and societies:
Information technology in a global society – Higher level
First assessments 2012 – Last assessments 2019

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims II. Curriculum model overview

The IB DP information technology in a global society (ITGS) course is the Component Recommended
study and evaluation of the impacts of information technology (IT) on teaching hours
individuals and society. It explores the advantages and disadvantages of
the access and use of digitized information at the local and global level. Strand 1: Social and ethical significance 40
ITGS provides a framework for the student to make informed judgments SL/HL core
and decisions about the use of IT within social contexts. t
Reliability and integrity
t
Security, privacy and anonymity
The aims of the ITGS higher level courses are to: t
Intellectual property and authenticity
t
The digital divide and access equality
t
enable students to evaluate social and ethical considerations aris- t
Surveillance
ing from the widespread use of IT by individuals, families, commu- t
Globalization and cultural diversity
nities, organizations and societies at the local and global level t
Policies, standards and protocols
t
develop students’ understanding of the capabilities of current and t
People and machines
emerging IT systems and to evaluate their impact on a range of t
Digital citizenship
stakeholders HL extension 20
t
enable students to apply their knowledge of existing IT systems Social and ethical considerations linked to the
to various scenarios and to make informed judgments about the two HL extension topics and annually issued
effects case study.
t
encourage students to use their knowledge of IT systems and prac-
tical IT skills to justify IT solutions for a specified client or end-user. Strand 2: Application to specified scenarios 40
SL/HL core
t
Business and employment
t
Education and training
t
Environment
t
Health
t
Home and leisure
t
Politics and government
HL extension 35
Scenarios based on real-life situations used to
address specified IT developments in the two HL
extension topics and annually issued case study.

© International Baccalaureate Organization 2014

 Strand 3: IT systems 40 t
Discuss the social and ethical implications of specified IT policies
SL/HL core and developments
t
Hardware and oftware t
Evaluate, formulate and justify possible strategic courses of action
t
Networks and internet related to the annually issued case study
t
Personal and public communications Use of ITGS skills
t
Multimedia/digital media t
Demonstrate evidence of project management in the develop-
t
Databases, spreadsheets, modelling and ment of a well-organized product to resolve a specific issue
simulations t
Use IT tools and the product development life cycle (PDLC) to cre-
t
Introduction to project management ate an original product in consultation with a client
HL extension 35 t
Demonstrate evidence of the use of appropriate techniques to de-
t
IT systems in organizations velop an original IT product
t
Robotics, artificial intelligence and expert
systems Assessment at a glance
t
Information systems specific to the annual-
ly issued case study Type of Format of Time Weighting
assessment assessment (hours) of final
The project (practical application of IT skills) 30 grade (%)
The application of skills and knowledge to devel-
op an original IT product for a specified client. External 4.75 80
Paper 1 Four structured responses 2.25 35
Paper 2 Written response to 1.25 20
III. Assessment model previously unseen article
Having followed the ITGS higher level course, students will be expected Paper 3 Four questions based on 1.25 25
to demonstrate the following. pre-seen case study
Internal 30 20
Demonstrate knowledge and understanding of specified content
t
IT applications and developments in specified scenarios Written Development of an original
t
The social and ethical significance of specified IT applications and report IT product for a specified
developments client
t
Technical knowledge of ITGS terminology, concepts and tools
t
Technical knowledge of IT systems
t
Topics related to the annually issued case study
Application and analysis
IV. Sample questions
Questions based on stimulus material
t
Explain the impacts of IT applications and developments in spec-
ified scenarios
t
Identify two reasons why organizations continue to use legacy sys-
t
Analyse the social and ethical significance of specified IT applica-
tems.
tions and developments
t
Many organizations are developing intranets in an attempt to ad-
t
Transfer IT knowledge and make connections between specific
dress the problems in their IT developments. To what extent are
scenarios
intranets likely to overcome these problems?
t
Apply technical knowledge of IT systems acquired through inde-
t
Explain the purposes of the following in the home network:
pendent research to provide supporting evidence for possible de-
cisions related to the annually issued case study
t
SSID
Synthesis and evaluation
t
Router
t
Evaluate local and global impacts of specified IT developments
t
Switch
through individually researched studies
t
Evaluate a solution involving IT to a specified problem using knowl-
edge of IT systems

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
 International Baccalaureate
Diploma Programme Subject Brief
Individuals and societies:
Information technology in a global society – Standard level
First assessments 2012 – Last assessments 2019

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims II. Curriculum model overview

The IB DP information technology in a global society (ITGS) course is the Component Recommended
study and evaluation of the impacts of information technology (IT) on teaching hours
individuals and society. It explores the advantages and disadvantages of
the access and use of digitized information at the local and global level. Strand 1: Social and ethical significance 40
ITGS provides a framework for the student to make informed judgments t
Reliability and integrity
and decisions about the use of IT within social contexts. t
Security
t
Privacy and anonymity
The aims of the ITGS standard level courses are to: t
Intellectual property
t
Authenticity
t
enable the student to evaluate social and ethical considerations t
The digital divide and equality of access
arising from the widespread use of IT by individuals, families, com- t
Surveillance
munities, organizations and societies at the local and global level t
Globalization and cultural diversity
t
develop the student’s understanding of the capabilities of current t
Policies
and emerging IT systems and to evaluate their impact on a range t
Standards and protocols
of stakeholders t
People and machines
t
enable students to apply their knowledge of existing IT systems t
Digital citizenship
to various scenarios and to make informed judgments about the Strand 2: Application to specified scenarios 40
effects of IT developments on them t
Business and employment
t
encourage students to use their knowledge of IT systems and prac- t
Education and training
tical IT skills to justify IT solutions for a specified client or end-user. t
Environment
t
Health
t
Home and leisure
t
Politics and government

© International Baccalaureate Organization 2014

 Strand 3: IT systems 40 Assessment at a glance
t
Hardware
t
Software Type of Format of Time Weighting
t
Networks assessment assessment (hours) of final
t
Internet grade (%)
t
Personal and public communications
External 3 70
t
Multimedia/digital media
t
Databases Paper 1 Three structured responses 1.75 40
t
Spreadsheets, modelling and simulations
Paper 2 Written response to 1.25 30
t
Introduction to project management
previously unseen article
The project (practical application of IT skills) 30
Internal 30 30
The application of skills and knowledge to devel-
op an original IT product for a specified client. Written Development of an original
report IT product for a specified
client

III. Assessment model

Having followed the ITGS standard level course, students will be expect-
IV. Sample questions
ed to demonstrate the following:
Questions based on stimulus material
Knowledge and understanding of specified content
t
Describe the relationship between the server and a client in a
t
Demonstrate an awareness of IT applications and developments in
network.
specified scenarios
t
A company is based at various geographical locations. The sen-
t
Demonstrate an awareness of the social and ethical significance of
ior managing team is considering the use of web-based P2P net-
specified IT applications and developments
working in order to make business-related files available to its
t
Demonstrate technical knowledge of ITGS terminology, concepts
staff. To what extent would this be an effective way to share its
and tools
business data?
t
Demonstrate technical knowledge of IT systems
t
Describe the relationship of one primary stakeholder to the
Application and analysis
IT system.
t
Explain the impacts of IT applications and developments in
t
Evaluate the impact of the social/ethical issues on the relevant
specified scenarios
stakeholders.
t
Analyse the social and ethical significance of specified IT
applications and developments
t
Transfer IT knowledge and make connections between
specific scenarios
Synthesis and evaluation
t
Evaluate local and global impacts of specified IT developments
through individually researched studies
t
Evaluate a solution involving IT to a specified problem using knowl-
edge of IT systems
t
Discuss the social and ethical implications of specified IT policies
and developments
Use of ITGS skills
t
Demonstrate evidence of project management in the develop-
ment of a well-organized product to resolve a specific issue
t
Use IT tools and the product development life cycle (PDLC) to cre-
ate an original product in consultation with a client
t
Demonstrate evidence of the use of appropriate techniques to de-
velop an original IT product.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
IB psychology higher level subject brief

The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that
prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both
breadth and depth of study. Psychology higher level is in group 3, individuals and societies. In addition, three core elements—the
extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop
internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to
creating a better, more peaceful world.
The IB subject briefs illustrate key course components in the IB Diploma Programme.
I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

Overview of the psychology higher level course and curriculum model

I. Course description and aims II. Curriculum model overview

The IB Diploma Programme higher level psychology Psychology higher level

course aims to develop an awareness of how research Core 90 hours of instruction on 90 hours
¿QGLQJVFDQEHDSSOLHGWREHWWHUXQGHUVWDQGKXPDQ three topics
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psychological inquiry. Students learn to understand the analysis
ELRORJLFDOFRJQLWLYHDQGVRFLRFXOWXUDOLQÀXHQFHVRQ ‡ The cognitive level of
analysis
KXPDQEHKDYLRXUDQGH[SORUHDOWHUQDWLYHH[SODQDWLRQV ‡ The sociocultural level of
RIEHKDYLRXU7KH\DOVRXQGHUVWDQGDQGXVHGLYHUVH analysis
methods of psychological inquiry.
Options 30 hours of instruction on two 60 hours
,QDGGLWLRQWKHFRXUVHLVGHVLJQHGWR additional topics
‡ $EQRUPDOSV\FKRORJ\
‡ encourage the systematic and critical study of human ‡ Developmental psychology
H[SHULHQFHDQGEHKDYLRXUSK\VLFDOHFRQRPLFDQG ‡ Health psychology
VRFLDOHQYLURQPHQWVDQGWKHKLVWRU\DQGGHYHORSPHQW ‡ Psychology of human
of social and cultural institutions relationships
‡ GHYHORSWKHFDSDFLW\WRLGHQWLI\DQDO\VHFULWLFDOO\DQG
‡ Sport psychology
HYDOXDWHWKHRULHVFRQFHSWVDQGDUJXPHQWVDERXWWKH Additional Qualitative research in 50 hours
nature and activities of the individual and society higher level psychology
‡ HQDEOHVWXGHQWVWRFROOHFWGHVFULEHDQGDQDO\VH
GDWDXVHGLQVWXGLHVWHVWK\SRWKHVHVDQGLQWHUSUHW Experimental ,QWURGXFWLRQWRH[SHULPHQWDO 40 hours
study research methodology
FRPSOH[GDWDDQGVRXUFHPDWHULDO
‡ HQDEOHWKHVWXGHQWWRUHFRJQL]HWKDWWKHFRQWHQWDQG
Total teaching hours 240 hours
PHWKRGRORJLHVDUHFRQWHVWDEOHDQGWKDWWKHLUVWXG\
requires the toleration of uncertainty
‡ develop an awareness of how psychological research
FDQEHDSSOLHGIRUWKHEHWWHUXQGHUVWDQGLQJRI 
KXPDQEHKDYLRXU
‡ ensure that ethical practices are upheld in
psychological inquiry
‡ GHYHORSDQXQGHUVWDQGLQJRIWKHELRORJLFDOFRJQLWLYH
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‡ GHYHORSDQXQGHUVWDQGLQJRIDOWHUQDWLYHH[SODQDWLRQV
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III. Assessment model

Assessment for psychology higher level

The IB assesses student work as direct evidence of 2QH[WHUQDODVVHVVPHQWVVWXGHQWVPXVWEHDEOHWR
achievement against the stated goals of the Diploma GHPRQVWUDWHDQXQGHUVWDQGLQJRIERWKEDVLFIDFWVDQG
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‡ DEURDGDQGEDODQFHG\HWDFDGHPLFDOO\GHPDQGLQJ and sociocultural levels of analysis. Students in higher
programme of study level courses are also assessed on their knowledge and
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and understanding of key concepts through various grade (%)
DFWLYLWLHVWKDWGHPRQVWUDWH External 80
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question questions
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HPSLULFDOVWXGLHVDQGUHVHDUFKPHWKRGVXVHGWR
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internal assessment.

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response. (Paper 1) disadvantages of using this research strategy in the
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WKHV\OODEXVIRUH[DPLQDWLRQVFXUUHQWXQWLO

Learn more about how the IB Diploma Programme prepares students for success at university by going online to
[Link]/universities or email us at recognition@[Link].
International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate
IB psychology standard level subject brief

The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that
prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both
breadth and depth of study. Psychology standard level is in group 3, individuals and societies. In addition, three core elements—the
extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop
internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to
creating a better, more peaceful world.
The IB subject briefs illustrate four key course components in the IB Diploma Programme.
I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

Overview of the psychology standard level course and curriculum model

Options 30 hours of instruction on one 30 hours
I. Course description and aims additional topic
‡ $EQRUPDOSV\FKRORJ\
The IB Diploma Programme standard level psychology ‡ Developmental psychology
‡ Health psychology
course aims to develop an awareness of how research ‡ Psychology of human
¿QGLQJVFDQEHDSSOLHGWREHWWHUXQGHUVWDQGKXPDQ relationships
EHKDYLRXUDQGKRZHWKLFDOSUDFWLFHVDUHXSKHOGLQ ‡ Sport psychology
psychological inquiry. Students learn to understand
Experimental ,QWURGXFWLRQWRH[SHULPHQWDO 30 hours
WKHELRORJLFDOFRJQLWLYHDQGVRFLRFXOWXUDOLQÀXHQFHVRQ Study research methodology
KXPDQEHKDYLRXUDQGH[SORUHDOWHUQDWLYHH[SODQDWLRQV
RIEHKDYLRXU7KH\DOVRXQGHUVWDQGDQGXVHGLYHUVH Total teaching hours 150 hours
methods of psychological inquiry.
,QDGGLWLRQWKHFRXUVHLVGHVLJQHGWR III. Assessment model
‡ encourage the systematic and critical study of human
H[SHULHQFHDQGEHKDYLRXUDQGHQYLURQPHQWV Assessment for psychology standard level
‡ GHYHORSWKHFDSDFLW\WRLGHQWLI\DQDO\VHFULWLFDOO\DQG
HYDOXDWHWKHRULHVFRQFHSWVDQGDUJXPHQWVDERXWWKH The IB assesses student work as direct evidence of
nature and activities of the individual and society achievement against the stated goals of the Diploma
‡ HQDEOHVWXGHQWVWRFROOHFWGHVFULEHDQGDQDO\VHGDWD 3URJUDPPHFRXUVHVZKLFKDUHWRSURYLGHVWXGHQWVZLWK
XVHGLQVWXGLHVRIEHKDYLRXUWHVWK\SRWKHVHVDQG ‡ DEURDGDQGEDODQFHG\HWDFDGHPLFDOO\GHPDQGLQJ
LQWHUSUHWFRPSOH[GDWDDQGVRXUFHPDWHULDO
‡
programme of study
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PHWKRGRORJLHVDUHFRQWHVWDEOHDQGWKDWWKHLUVWXG\ skills
requires the toleration of uncertainty ‡
‡
the development of research skills
develop an awareness of how psychological research ‡ the development of independent learning skills
FDQEHDSSOLHGIRUEHWWHUXQGHUVWDQGLQJRIKXPDQ ‡ the development of intercultural understanding
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‡ ensure that ethical practices are upheld in
psychological inquiry The assessments aim to test all students’ knowledge
‡ GHYHORSDQXQGHUVWDQGLQJRIWKHELRORJLFDOFRJQLWLYH DQGXQGHUVWDQGLQJRINH\FRQFHSWVWKURXJK
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‡ GHYHORSDQXQGHUVWDQGLQJRIDOWHUQDWLYHH[SODQDWLRQV ‡ NQRZOHGJHDQGFRPSUHKHQVLRQRIVSHFL¿HGFRQWHQW
RIEHKDYLRXU UHVHDUFKPHWKRGVDQGWKHRULHVVXFKDVNH\
‡ understand and use diverse methods of psychological FRQFHSWVELRORJLFDOFRJQLWLYHDQGVRFLRFXOWXUDOOHYHOV
inquiry of analysis
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psychological research and psychological concepts
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question
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HPSLULFDOVWXGLHVDQGUHVHDUFKPHWKRGVXVHGWR
Components 90 hours
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Core 90 hours of standard level 90 hours ‡ VHOHFWLRQDQGXVHRIVNLOOVDSSURSULDWHWRSV\FKRORJ\
instruction on 3 topics
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Assessment for psychology standard level Assessment at a glance
(continued)
Students’ success in the psychology standard level Type of Format of Time Weighting
FRXUVHLVPHDVXUHGE\FRPELQLQJWKHLUJUDGHVRQDQ assessment assessment (hours) RI¿QDO
H[WHUQDODQGLQWHUQDODVVHVVPHQW
grade (%)
2QH[WHUQDODVVHVVPHQWVVWXGHQWVPXVWEHDEOHWR
External 75
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DQGFRPSOH[FRQFHSWVUHODWHGWRWKHELRORJLFDOFRJQLWLYH Paper 1 Question  50
and sociocultural levels of analysis. For their internal response and an
DVVHVVPHQWVWDQGDUGOHYHOSV\FKRORJ\VWXGHQWVSODQ essay
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student

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IV. Sample questions

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level of analysis. Use relevant research studies in  ‡FRJQLWLYHRU
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Learn more about how the IB Diploma Programme prepares students for success at university by going online to
[Link]/universities or email us at recognition@[Link].
International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate
DP Subject Information
Group 4: Sciences
· Biology HL/SL
· Chemistry HL/SL
· Computer Science HL/SL
· Environmental Systems and Societies (SL only)*
· Physics HL/SL
· Sports Exercise and Health Science HL/SL

*Note: Environmental Systems and Societies constitutes an interdisciplinary subject and

counts towards both Group 3: Individuals and Societies or Group 4: Sciences.

Therefore, if a student does not wish to take any of the subjects offered in Group 4 they can
opt for this and vice-versa.

68
 International Baccalaureate
Diploma Programme Subject Brief
Sciences:
Biology—Higher level
First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP students develop skills from five ATL categories: thinking,
research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended
essay, theory of knowledge and creativity, action, service—
are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims 6. develop experimental and investigative scientific skills including
Biology is the study of life. The vast diversity of species makes biology the use of current technologies
both an endless source of fascination and a considerable challenge. 7. develop and apply 21st century communication skills in the study
Biologists attempt to understand the living world at all levels from the of science
micro to the macro using many different approaches and techniques. 8. become critically aware, as global citizens, of the ethical implica-
Biology is still a young science and great progress is expected in the tions of using science and technology
21st century. This progress is important at a time of growing pressure 9. develop an appreciation of the possibilities and limitations of sci-
on the human population and the environment. ence and technology
10. develop an understanding of the relationships between scientific
By studying biology in the DP students should become aware of how disciplines and their influence on other areas of knowledge.
scientists work and communicate with each other. While the scientific
method may take on a wide variety of forms, it is the emphasis on II. Curriculum model overview
a practical approach through experimental work that characterizes
the sciences. Teachers provide students with opportunities to design Component Recommended
investigations, collect data, develop manipulative skills, analyse results, teaching hours
collaborate with peers and evaluate and communicate their findings. Core 95
1. Cell biology 15
Through the overarching theme of the nature of science, the aims of 2. Molecular biology 21
the DP biology course are to enable students to: 3. Genetics 15
1. appreciate scientific study and creativity within a global context 4. Ecology 12
through stimulating and challenging opportunities 5. Evolution and biodiversity 12
2. acquire a body of knowledge, methods and techniques that char- 6. Human physiology 20
acterize science and technology Additional higher level 60
3. apply and use a body of knowledge, methods and techniques that 7. Nucleic acids 9
characterize science and technology 8. Metabolism, cell respiration and 14
4. develop an ability to analyse, evaluate and synthesize scientific in- photosynthesis
formation 9. Plant biology 13
5. develop a critical awareness of the need for, and the value of, effec- 10. Genetics and evolution 8
tive collaboration and communication during scientific activities 11. Animal physiology 16

© International Baccalaureate Organization 2014

 Option (Choice of one out of four) 25 Assessment at a glance
A. Neurobiology and behaviour 25 Type of Format of Time Weighting
B. Biotechnology and bioinformatics 25 assessment assessment (hours) of final
C. Ecology and conservation 25 grade (%)
D. Human physiology 25
External 4.5 80
Practical scheme of work 60
Prescribed and other practical activities 40 Paper 1 40 multiple-choice 1 20
Individual investigation 10 questions
Group 4 project 10 Paper 2 Data-based, short answer 2.25 36
and extended response
questions
The group 4 project
The group 4 project is a collaborative activity where students from dif- Paper 3 Data-based, 1.25 24
ferent group 4 subjects, within or between schools, work together. It al- short answer and extended
lows for concepts and perceptions from across disciplines to be shared response questions
while appreciating the environmental, social and ethical implications Internal 10 20
of science and technology. It can be practically or theoretically based
Individual Investigation and write-up 10 20
and aims to develop an understanding of the relationships between
investigation of 6 to 12 pages
scientific disciplines and their influence on other areas. The emphasis is
on interdisciplinary cooperation and the scientific processes
IV. Sample questions
t
Membrane proteins of mice cells were marked with green and
III. Assessment model membrane proteins of human cells were marked with red. The
It is the intention of this course that students are able to fulfill the follow-
cells were fused together. What would be seen after two hours?
ing assessment objectives:
(Paper 1)
1. Demonstrate knowledge and understanding of:
t
facts, concepts, and terminology
t
The species is the basis for naming and classifying organism.
t
methodologies and techniques
o Explain how new species can emerge by
t
communicating scientific information.
t
directional selection
2. Apply:
t
disruptive selection
t
facts, concepts, and terminology
t
polyploidy.
t
methodologies and techniques
o Outline the advantages to scientists of the binomial system
t
methods of communicating scientific information.
for naming species.
3. Formulate, analyse and evaluate:
o Describe the use of dichotomous keys for the identification
t
hypotheses, research questions and predictions
of specimens. (Paper 2)
t
methodologies and techniques
t
primary and secondary data
t
Brain death is a clinical diagnosis based on the absence of neuro-
t
scientific explanations.
logical function, with a known irreversible cause of coma.
4. Demonstrate the appropriate research, experimental, and personal
o Explain a named method to assess brain damage.
skills necessary to carry out insightful and ethical investigations.
o Distinguish between a reflex arc and other responses by the
nervous system.
o Describe the events that occur in the nervous system when
something very hot is touched. (Paper 3)

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: [Link]

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/recognition or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
Sciences:
Biology—Standard level
First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP students develop skills from five ATL categories: thinking,
research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended
essay, theory of knowledge and creativity, action, service—
are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims 6. develop experimental and investigative scientific skills including
Biology is the study of life. The vast diversity of species makes biology the use of current technologies
both an endless source of fascination and a considerable challenge. 7. develop and apply 21st century communication skills in the study
Biologists attempt to understand the living world at all levels from the of science
micro to the macro using many different approaches and techniques. 8. become critically aware, as global citizens, of the ethical implica-
Biology is still a young science and great progress is expected in the tions of using science and technology
21st century. This progress is important at a time of growing pressure 9. develop an appreciation of the possibilities and limitations of sci-
on the human population and the environment. ence and technology
10. develop an understanding of the relationships between scientific
By studying biology in the DP students should become aware of how disciplines and their influence on other areas of knowledge.
scientists work and communicate with each other. While the scientific
method may take on a wide variety of forms, it is the emphasis on II. Curriculum model overview
a practical approach through experimental work that characterizes
the sciences. Teachers provide students with opportunities to design Component Recommended
investigations, collect data, develop manipulative skills, analyse results, teaching hours
collaborate with peers and evaluate and communicate their findings Core 95
1. Cell biology 15
Through the overarching theme of the nature of science, the aims of 2. Molecular biology 21
the DP biology course are to enable students to: 3. Genetics 15
1. appreciate scientific study and creativity within a global context 4. Ecology 12
through stimulating and challenging opportunities 5. Evolution and biodiversity 12
2. acquire a body of knowledge, methods and techniques that char- 6. Human physiology 20
acterize science and technology Option (choice of 1 out of 4) 15
3. apply and use a body of knowledge, methods and techniques that 1. Neurobiology and behaviour 15
characterize science and technology 2. Biotechnology and bioinformatics 15
4. develop an ability to analyse, evaluate and synthesize scientific in- 3. Ecology and conservation 15
formation 4. Human physiology 15
5. develop a critical awareness of the need for, and the value of, effec-
tive collaboration and communication during scientific activities

© International Baccalaureate Organization 2014

 Practical scheme of work 40
Prescribed and other practical activities 20 Assessment at a glance
Individual investigation 10
Group 4 project 10 Type of Format of Time Weighting
assessment assessment (hours) of final
grade (%)
The group 4 project External 3 80
The group 4 project is a collaborative activity where students from
different group 4 subjects, within or between schools, work togeth- Paper 1 30 multiple-choice 0.75 20
er. It allows for concepts and perceptions from across disciplines to questions
be shared while appreciating the environmental, social and ethical Paper 2 Data-based, short answer 1.25 40
implications of science and technology. It can be practically or theoret- and extended response
ically based and aims to develop an understanding of the relationships questions
between scientific disciplines and their influence on other areas of
Paper 3 Data-based, short answer 1 20
knowledge. The emphasis is on interdisciplinary cooperation and the
and extended response
scientific processes.
questions
Internal 10 20
III. Assessment model Individual Investigation and write-up 10 20
It is the intention of this course that students are able to fufill the
investigation of 6 to 12 pages
following assessment objectives:
1. Demonstrate knowledge and understanding of:
t
facts, concepts, and terminology IV. Sample questions
t
methodologies and techniques t
Cyclins were discovered by Timothy R. Hunt in 1982 while studying
t
communicating scientific information. sea urchins. What is a function of cyclins? (Paper 1)
2. Apply:
t
facts, concepts, and terminology t
Antibiotics can be used to treat bacterial infections in human tis-
t
methodologies and techniques sues because of differences in cell structure between prokaryotes
t
methods of communicating scientific information. and eukaryotes.
3. Formulate, analyse and evaluate: o Distinguish between the structure of prokaryotes and
t
hypotheses, research questions and predictions eukaryotes.
t
methodologies and techniques o Evaluate the drug tests that Florey and Chain carried out on
t
primary and secondary data penicillin.
t
scientific explanations. o Explain the reasons for the ineffectiveness of antibiotics in
4. Demonstrate the appropriate research, experimental, and personal the treatment of viral diseases. (Paper 2)
skills necessary to carry out insightful and ethical investigations.
t
The company BASF produces a genetically modified potato called
Amflora. Outline the purpose of modifying the potato. (Paper 3)

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: [Link]

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/recognition or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
Sciences:
Chemistry—Higher level
First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP students develop skills from five ATL categories: thinking,
research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended
essay, theory of knowledge and creativity, action, service—
are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims characterize science and technology

Chemistry is an experimental science that combines academic study 4. develop an ability to analyse, evaluate and synthesize scientific in-
with the acquisition of practical and investigational skills. Chemical formation
principles underpin both the physical environment in which we live 5. develop a critical awareness of the need for, and the value of, effec-
and all biological systems. Chemistry is often a prerequisite for many tive collaboration and communication during scientific activities
other courses in higher education, such as medicine, biological science 6. develop experimental and investigative scientific skills including
and environmental science. the use of current technologies
7. develop and apply 21st century communication skills in the study
Both theory and practical work should be undertaken by all students of science
as they complement one another naturally, both in school and in the 8. become critically aware, as global citizens, of the ethical implica-
wider scientific community. The DP chemistry course allows students tions of using science and technology
to develop a wide range of practical skills and to increase facility in the 9. develop an appreciation of the possibilities and limitations of sci-
use of mathematics. It also allows students to develop interpersonal ence and technology
and information technology skills, which are essential to life in the 21st 10. develop an understanding of the relationships between scientific
century. disciplines and their influence on other areas of knowledge.

By studying chemistry students should become aware of how scientists II. Curriculum model overview
work and communicate with each other. While the scientific method
may take on a wide variety of forms, it is the emphasis on a practical Component Recommended
approach through experimental work that characterizes the subject. teaching hours
Core 95
Teachers provide students with opportunities to develop manipulative 1. Stoichiometric relationships 13.5
skills, design investigations, collect data, analyse results and evaluate 2. Atomic structure 6
and communicate their findings. 3. Periodicity 6
4. Chemical bonding and structure 13.5
Through the overarching theme of the nature of science, the aims of 5. Energetics/thermochemistry 9
the DP chemistry course are to enable students to: 6. Chemical kinetics 7
1. appreciate scientific study and creativity within a global context 7. Equilibrium 4.5
through stimulating and challenging opportunities 8. Acids and bases 6.5
2. acquire a body of knowledge, methods and techniques that char- 9. Redox processes 8
acterize science and technology 10. Organic chemistry 11
3. apply and use a body of knowledge, methods and techniques that 11. Measurement and data processing 10

© International Baccalaureate Organization 2014

 Additional higher level (AHL) 60 4. Demonstrate the appropriate research, experimental, and person-
12. Atomic structure 2 al skills necessary to carry out insightful and ethical investigations.
13. The periodic table—the transition metals 4
14. Chemical bonding and structure 7 Assessment at a glance
15. Energetics/thermochemistry 7
16. Chemical kinetics 6 Type of Format of Time Weighting
17. Equilibrium 4 assessment assessment (hours) of final
18. Acids and bases 10 grade (%)
19. Redox processes 6 External 4.5 80
20. Organic chemistry 12
Paper 1 40 multiple-choice 1 20
21. Measurement and analysis 2
questions (Core and AHL)
Option (Choice of one out of four) 25
Paper 2 Short answer and extended 2.25 36
A. Materials 25
response questions
B. Biochemistry 25
(Core and AHL)
C. Energy 25
D. Medicinal chemistry 25 Paper 3 Data- and practical –based 1.25 24
questions, plus short answer
Practical scheme of work 60
and extended response
Prescribed and other practical activities 40
questions on the option
Individual investigation 10
(internally assessed) Internal 10 20
Group 4 project 10 Individual Investigation and write-up 10 20
investigation of 6 to 12 pages
The group 4 project
The group 4 project is a collaborative activity where students from IV. Sample questions
different group 4 subjects, within or between schools, work together. It t
What is the sum of the coefficients when the equation for the
allows for concepts and perceptions from across disciplines to be shared combustion of ammonia is balanced using the smallest possible
while appreciating the environmental, social and ethical implications of whole numbers?
science and technology. It can be practically or theoretically based and
aims to develop an understanding of the relationships between scien- ___ NH3 (g) + ___ O2 (g) ___ N2 (g) + ___ H2O (g)
tific disciplines and their influence on other areas of knowledge. The
emphasis is on interdisciplinary cooperation and the scientific processes. A. 6
B. 12
C. 14
III. Assessment model D. 15 (Paper 1)
Studying this course, students should be able to fulfill the following
assessment objectives:
t
The two isomers of [Pt(NH3)2Cl2] are crystalline. One of the isomers
1. Demonstrate knowledge and understanding of:
is widely used in the treatment of cancer.
t
facts, concepts, and terminology
i. Draw both isomers of the complex,
t
methodologies and techniques
ii. Explain the polarity of each isomer using a diagram of each
t
communicating scientific information.
isomer to support your answer,
2. Apply:
iii. State a suitable method (other than looking at dipole moments)
t
facts, concepts, and terminology
to distinguish between the two isomers
t
methodologies and techniques
iv. Compare and contrast the bonding types formed by nitrogen
t
methods of communicating scientific information.
in [Pt(NH3)2Cl2] (Paper 2)
3. Formulate, analyse and evaluate:
t
hypotheses, research questions and predictions
t
methodologies and techniques
t
primary and secondary data
t
scientific explanations.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: [Link]

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/recognition or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
Sciences:
Chemistry—Standard level
First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP students develop skills from five ATL categories: thinking,
research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended
essay, theory of knowledge and creativity, action, service—
are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims 4. develop an ability to analyse, evaluate and synthesize scientific in-
Chemistry is an experimental science that combines academic study formation
with the acquisition of practical and investigational skills. Chemical 5. develop a critical awareness of the need for, and the value of, effec-
principles underpin both the physical environment in which we live tive collaboration and communication during scientific activities
and all biological systems. Chemistry is often a prerequisite for many 6. develop experimental and investigative scientific skills including
other courses in higher education, such as medicine, biological science the use of current technologies
and environmental science. 7. develop and apply 21st century communication skills in the study
of science
Both theory and practical work should be undertaken by all students 8. become critically aware, as global citizens, of the ethical implica-
as they complement one another naturally, both in school and in the tions of using science and technology
wider scientific community. The DP chemistry course allows students 9. develop an appreciation of the possibilities and limitations of sci-
to develop a wide range of practical skills and to increase facility in the ence and technology
use of mathematics. It also allows students to develop interpersonal 10. develop an understanding of the relationships between scientific
and information technology skills, which are essential to life in the 21st disciplines and their influence on other areas of knowledge.
century.
II. Curriculum model overview
By studying chemistry students should become aware of how scientists
work and communicate with each other. While the scientific method Component Recommended
may take on a wide variety of forms, it is the emphasis on a practical teaching hours
approach through experimental work that characterizes the subject. Core 95
Teachers provide students with opportunities to develop manipulative 1. Stoichiometric relationships 13.5
skills, design investigations, collect data, analyse results and evaluate 2. Atomic structure 6
and communicate their findings. 3. Periodicity 6
4. Chemical bonding and structure 13.5
Through the overarching theme of the nature of science, the aims of 5. Energetics/thermochemistry 9
the DP chemistry course are to enable students to: 6. Chemical kinetics 7
1. appreciate scientific study and creativity within a global context 7. Equilibrium 4.5
through stimulating and challenging opportunities 8. Acids and bases 6.5
2. acquire a body of knowledge, methods and techniques that char- 9. Redox processes 8
acterize science and technology 10. Organic chemistry 11
3. apply and use a body of knowledge, methods and techniques that 11. Measurement and data processing 10
characterize science and technology

© International Baccalaureate Organization 2014

 Option (choice of one out of four) 15 Assessment at a glance
A. Materials 15 Type of Format of Time Weighting
B. Biochemistry 15 assessment assessment (hours) of final
C. Energy 15 grade (%)
D. Medicinal chemistry 15
External 3 80
Practical scheme of work 40
Prescribed and other practical activities 20 Paper 1 30 multiple-choice 0.75 20
Individual investigation 10 questions (Core)
(internally assessed) Paper 2 Short answer and extended 1.25 40
Group 4 project 10 response questions (Core)
Paper 3 Data- and practical-based 1 20
questions, plus short answer
The group 4 project and extended response
The group 4 project is a collaborative activity where students from
questions on the option
different group 4 subjects, within or between schools, work togeth-
er. It allows for concepts and perceptions from across disciplines to Internal 10 20
be shared while appreciating the environmental, social and ethical Individual Investigation and write-up 10 20
implications of science and technology. It can be practically or theoret- investigation of 6 to 12 pages
ically based and aims to develop an understanding of the relationships
between scientific disciplines and their influence on other areas of
knowledge. The emphasis is on interdisciplinary cooperation and the IV. Sample questions
scientific processes. t
What is the total number of atoms in 0.50 mol of
1,4-diaminobenzene, H2NC6H4NH2?
A. 16.0 x 1023
III. Assessment model B. 48.0 x 1023
It is the intention of this course that students are able to fulfill the C. 96.0 x 1023
following assessment objectives: D. 192.0 x 1023
1. Demonstrate knowledge and understanding of:
(Avogadro’s constant (L or NA) = 6.0 × 1023 mol–1.) (Paper 1)
t
facts, concepts, and terminology
t
Many automobile manufacturers are developing vehicles that use
t
methodologies and techniques
hydrogen as a fuel.
t
communicating scientific information.
1. Suggest why such vehicles are considered to cause less harm to
2. Apply:
the environment than those with internal combustion engines.
t
facts, concepts, and terminology
2. Hydrogen can be produced from the reaction of coke with
t
methodologies and techniques
steam: C(s)+2H2O(g) 2H2(g)+CO2(g)
t
methods of communicating scientific information.
Using information from section 12 of the data booklet, calculate
3. Formulate, analyse and evaluate:
t
hypotheses, research questions and predictions the change in enthalpy, ΔH, in kJ mol–1, for this reaction. (Paper 2)
t
methodologies and techniques
t
primary and secondary data
t
scientific explanations.
4. Demonstrate the appropriate research, experimental, and person-
al skills necessary to carry out insightful and ethical investigations.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: [Link]

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/recognition or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
Sciences:
Computer science – Higher level
First assessments 2014 – Last assessments 2020

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims t
develop logical and critical thinking as well as experimental, inves-
tigative and problem-solving skills
The IB DP computer science HL course requires an understanding of the t
develop and apply the students’ information and communication
fundamental concepts of computational thinking as well as knowledge technology skills in the study of computer science to communi-
of how computers and other digital devices operate. The course, under- cate information confidently and effectively
pinned by conceptual thinking, draws on a wide spectrum of knowledge, t
raise awareness of the moral, ethical, social, economic and environ-
and enables and empowers innovation, exploration and the acquisition mental implications of using science and technology
of further knowledge. Students study how computer science interacts t
develop an appreciation of the possibilities and limitations asso-
with and influences cultures, society and how individuals and societies ciated with continued developments in IT systems and computer
behave, and the ethical issues involved. During the course the student science
will develop computational solutions. This will involve the ability to: t
encourage an understanding of the relationships between scientif-
ic disciplines and the overarching nature of the scientific method.
t
identify a problem or unanswered question II. Curriculum model overview
t
design, prototype and test a proposed solution
t
liaise with clients to evaluate the success of the proposed solution
and make recommendations for future developments. Component Recommended
teaching hours
The aims of the computer science HL courses are to: Core syllabus content
SL/HL core 80
t
provide opportunities for study and creativity within a global con- t
Topic 1: System fundamentals
text that will stimulate and challenge students developing the t
Topic 2: Computer organization
skills necessary for independent and lifelong learning t
Topic 3: Networks
t
provide a body of knowledge, methods and techniques that char- t
Topic 4: Computational thinking,
acterize computer science problem-solving and programming
t
enable students to apply and use a body of knowledge, methods HL extension 45
and techniques that characterize computer science t
Topic 5: Abstract data structures
t
demonstrate initiative in applying thinking skills critically to identi- t
Topic 6: Resource management
fy and resolve complex problems t
Topic 7: Control
t
engender an awareness of the need for, and the value of, effective Case study 30
collaboration and communication in resolving complex problems Additional subject content introduced by the
annually issued case study

© International Baccalaureate Organization 2014

 Option Assessment at a glance
SL/HL core 30
HL extension 15 Type of Format of Time Weighting
Students study one of the following options: assessment assessment (hours) of final
t
Option A: Databases grade (%)
t
Option B: Modelling and simulation
External 80
t
Option C: Web science
t
Option D: Object-oriented programming Paper 1 t
Section A consists of 2 hours, 40
(OOP) several compulsory 10 min.
Internal assessment short answer
Solution 30 questions.
Practical application of skills through the develop- t
Section B consists of
ment of a product and associated documentation five compulsory struc-
tured questions.
Group 4 project 10
Paper 2 An examination paper of 1 hour, 20
between three and seven 20 min.
III. Assessment model compulsory question; linked
to the option studied.
Having followed the computer science higher level course, students will Paper 3 An examination paper 1 hour 20
be expected to: consisting of four compul-
sory questions based on a
Know and understand: pre-seen case study.
t
relevant facts and concepts
Internal 20
t
appropriate methods and techniques
t
computer science terminology Written A report of The develop- 30 hours 25
t
methods of presenting information. commentary ment of a computational
Apply and use: solution. Students must
t
relevant facts and concepts produce:
t
relevant design methods and techniques t
a cover page that
t
terminology to communicate effectively follows the prescribed
t
appropriate communication methods to present information. format
Construct, analyse, evaluate and formulate: t
a product
t
success criteria, solution specifications including task outlines, de- t
supporting docu-
signs and test plans mentation (word limit
t
appropriate techniques within a specified solution. 2,000 words).
Demonstrate the personal skills of cooperation and perseverance as well Group 4 To be assessed using the 10 hours
as appropriate technical skills for effective problem-solving in develop- project criterion Personal skills.
ing a specified product.

IV. Sample questions

t
Draw the representation of the binary search tree if the following
data were inserted in this order:
t
FALCON, CANARY, PIGEON, TURKEY, OSPREY.
t
Discuss the methods used by criminals to hide or disguise certain
files. For each method, identify the countermeasures that can be
taken by a computer forensic scientist.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
 International Baccalaureate
Diploma Programme Subject Brief
Sciences:
Computer science – Standard level
First assessments 2014 – Last assessments 2020

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims

The IB DP Computer science SL course requires an understanding of the t
demonstrate initiative in applying thinking skills critically to identi-
fundamental concepts of computational thinking as well as knowledge fy and resolve complex problems
of how computers and other digital devices operate. The course, under- t
engender an awareness of the need for, and the value of, effective
pinned by conceptual thinking, draws on a wide spectrum of knowledge, collaboration and communication in resolving complex problems
and enables and empowers innovation, exploration and the acquisition t
develop logical and critical thinking as well as experimental, inves-
of further knowledge. Students study how computer science interacts tigative and problem-solving skills
with and influences cultures, society and how individuals and societies t
develop and apply the students’ information and communication
behave, and the ethical issues involved. During the course the student technology skills in the study of computer science to communi-
will develop computational solutions. This will involve the ability to: cate information confidently and effectively
t
raise awareness of the moral, ethical, social, economic and environ-
t
identify a problem or unanswered question mental implications of using science and technology
t
design, prototype and test a proposed solution t
develop an appreciation of the possibilities and limitations asso-
t
liaise with clients to evaluate the success of the proposed solution ciated with continued developments in IT systems and computer
and make recommendations for future developments. science
t
encourage an understanding of the relationships between scientif-
The aims of the computer science standard level courses are to: ic disciplines and the overarching nature of the scientific method.

t
provide opportunities for study and creativity within a global con-

text that will stimulate and challenge students developing the
skills necessary for independent and lifelong learning
t
provide a body of knowledge, methods and techniques that char-
acterize computer science
t
enable students to apply and use a body of knowledge, methods
and techniques that characterize computer science

© International Baccalaureate Organization 2014

II. Curriculum model overview Assessment at a glance
Component Recommended Type of Format of Time Weighting
teaching hours assessment assessment (hours) of final
Core syllabus content grade (%)
SL/HL core 80 External 70
The topics that must be studied, including some
practical work, are: Paper 1 t
Section A consists of 1.5 45
t
Topic 1: System fundamentals several compulsory
t
Topic 2: Computer organization short answer
t
Topic 3: Networks questions
t
Topic 4: Computational thinking, t
Section B consists
problem-solving and programming of three compulsory
structured questions.
Option
SL/HL core 30 Paper 2 An examination paper of 1 25
between two and five com-
Internal assessment pulsory questions; linked to
Solution 30 the option studied.
t
Practical application of skills through the
Internal 30
development of a product and associated
documentation Solution The development of a 30
computational solution.
Group 4 project 10
Students must produce:
t
a cover page that
follows the prescribed
III. Assessment model format
t
a product
Having followed the computer science standard level course, students
supporting documentation
will be expected to:
(word limit 2,000 words).
There must be evidence of
Know and understand:
independent research and
t
relevant facts and concepts
investigation for students to
t
appropriate methods and techniques
reach the top level.
t
computer science terminology
t
methods of presenting information. Group 4 To be assessed using the 10
Apply and use: project criterion Personal skills.
t
relevant facts and concepts
t
relevant design methods and techniques
t
terminology to communicate effectively
IV. Sample questions
t
appropriate communication methods to present information.
t
The colour of a pixel can be stored as a 16-bit integer.
Construct, analyse, evaluate and formulate:
(a) State how many different colours can be represented in a 16-bit
t
success criteria, solution specifications including task outlines, de-
integerfield.
signs and test plans
(b) State whether this storage system for colour values is digital
t
appropriate techniques within a specified solution.
or analog.
Demonstrate the personal skills of cooperation and perseverance as well
(c) Outline one advantage and one disadvantage of using 32-bits
as appropriate technical skills for effective problem-solving in develop-
per-pixel to store colours instead of 16-bits per-pixel.
ing a specified product.
t
State the output of the following code fragment:
double n= 1234.5678;
double p = [Link]((n*100)/100); output (p);
Recall that [Link](3.7) produces the integer result 3.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
 International Baccalaureate
Diploma Programme Subject Brief
Interdisciplinary course:
Environmental systems and societies—standard level
First assessments 2017—last assessments 2023

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate
strategies, skills and attitudes that permeate the teaching and learning environment.
In the DP, students develop skills from five ATL categories: thinking, research, social,
self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose six courses from six distinct groups: 1) studies in language and literature; 2)
language acquisition; 3) individuals and societies; 4) sciences; 5) mathematics; 6) the
arts. Students may choose to replace the arts course with a second course from one
of the other five groups. At least three, and not more than four, subjects are taken at
higher level (240 recommended teaching hours), while the remaining are taken at
standard level (150 recommended teaching hours). In addition, three core
elements—the extended essay, theory of knowledge and creativity, activity,
service—are compulsory and central to the philosophy of the programme.

These DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims The aims of the DP environmental systems and societies course are
Environmental systems and societies (ESS) is an interdisciplinary to enable students to:
course offered only at standard level (SL). This course can fulfill ei- t
acquire the knowledge and understandings of environmental
ther the individuals and societies or the sciences requirement. Al- systems and issues at a variety of scales
ternatively, this course enables students to satisfy the requirements t
apply the knowledge, methodologies and skills to analyse
of both subjects groups simultaneously while studying one course. environmental systems and issues at a variety of scales
t
appreciate the dynamic interconnectedness between
ESS is firmly grounded in both a scientific exploration of environmen- environmental systems and societies
tal systems in their structure and function, and in the exploration of t
value the combination of personal, local and global perspectives
cultural, economic, ethical, political and social interactions of societies in making informed decisions and taking responsible actions on
with the environment. As a result of studying this course, students environmental issues
will become equipped with the ability to recognize and evaluate t
be critically aware that resources are finite, that these could be
the impact of our complex system of societies on the natural world. inequitably distributed and exploited, and that management of
these inequities is the key to sustainability
The interdisciplinary nature of the DP course requires a broad skill set t
develop awareness of the diversity of environmental value
from students, including the ability to perform research and investiga- systems
tions, participation in philosophical discussion and problem-solving. The t
develop critical awareness that environmental problems are
course requires a systems approach to environmental understanding and caused and solved by decisions made by individuals and societies
promotes holistic thinking about environmental issues. Teachers explic- that are based on different areas of knowledge
itly teach thinking and research skills such as comprehension, text analy- t
engage with the controversies that surround a variety of
sis, knowledge transfer and use of primary sources. They encourage stu- environmental issues
dents to develop solutions at the personal, community and global levels. t
create innovative solutions to environmental issues by engaging
actively in local and global contexts.

© International Baccalaureate Organization 2015

II. Curriculum model overview Assessment objective 3
Evaluate, justify and synthesize, as appropriate:
Component Recommended t
explanations, theories and models
teaching hours t
arguments and proposed solutions
Core content 120 t
methods of fieldwork and investigation
1. Foundations of environmental systems and 16 t
cultural viewpoints and value systems.
societies Assessment objective 4
2. Ecosystems and ecology 25 Engage with investigations of environmental and societal issues at the
3. Biodiversity and conservation 13 local and global level through:
4. Water and aquatic food production systems 15 t
evaluating the political, economic and social contexts of issues
and societies t
selecting and applying the appropriate research and practical
5. Soil systems and terrestrial food production 12 skills necessary to carry out investigations
systems and societies t
suggesting collaborative and innovative solutions that
6. Atmospheric systems and societies 10 demonstrate awareness and respect for the cultural differences
7. Climate change and energy production 13 and value systems of others.
8. Human systems and resource use 16
Practical scheme of work 30
Assessment at a glance
Practical activities 20 Type of Format of Time Weighting
Individual investigation 10 assessment assessment (hours) of final
grade (%)
External 3 75
The group 4 project
ESS students have the option to participate in the group 4 project. For Paper 1 Case study 1 25
those who participate, 10 hours of practical activities will be replaced Paper 2 Short answers and struc- 2 50
with 10 hours of work on the group 4 project. tured essays

The group 4 project is a collaborative activity where students from dif- Internal
ferent group 4 subjects, within or between schools, work together. It al- Individual Written report of a research 10 25
lows for concepts and perceptions from across disciplines to be shared investigation question designed and im-
while appreciating the environmental, social and ethical implications of plemented by the student.
science and technology. It can be practically or theoretically based and
aims to develop an understanding of the relationships between scientif-
ic disciplines and their influence on other areas of knowledge. The em- IV. Sample questions
phasis is on interdisciplinary cooperation and the scientific processes. Paper 1
t
With reference to source material, outline two possible reasons
why the snow leopard has received special attention from
III. Assessment model conservationists. [8]
There are four assessment objectives for the DP environmental systems t
With reference to figures 6, 7 and 9 [in the resource booklet]
and societies course. Having followed the course at SL, students will be explain how desertification and water resource shortage have led
expected to do the following. to the formation of smog in Ulan Bator. [3]
Assessment objective 1
Demonstrate knowledge and understanding of relevant: Paper 2
t
facts and concepts t
Outline how the reasons for food wastage may differ between
t
methodologies and techniques human societies. [4]
t
values and attitudes. t
Explain how the choice of food production systems may influence
Assessment objective 2 the ecological footprint of a named human society. [7]
Apply this knowledge and understanding in the analysis of: t
Discuss how different environmental value systems influence
t
explanations, concepts and theories responses to the human population growth rate. [9]
t
data and models
t
case studies in unfamiliar contexts
t
arguments and value systems.

About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internation-
ally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better,
more peaceful world.

For further information on the IB Diploma Programme, visit: [Link]/en/programmes/diploma-programme/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/en/university-admission or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
Sciences:
Physics—Higher level
First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP students develop skills from five ATL categories: thinking,
research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended
essay, theory of knowledge and creativity, action, service—
are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims 4. develop an ability to analyse, evaluate and synthesize scientific in-
Physics is the most fundamental of the experimental sciences, as it formation
seeks to explain the universe itself, from the very smallest particles to 5. develop a critical awareness of the need for, and the value of, effec-
the vast distances between galaxies. Despite the exciting and ex- tive collaboration and communication during scientific activities
traordinary development of ideas throughout the history of physics, 6. develop experimental and investigative scientific skills including
observations remain essential to the very core of the subject. Models the use of current technologies
are developed to try to understand observations, and these themselves 7. develop and apply 21st century communication skills in the study
can become theories that attempt to explain the observations. of science
8. become critically aware, as global citizens, of the ethical implica-
Besides helping us better understand the natural world, physics gives us tions of using science and technology
the ability to alter our environments. This raises the issue of the impact 9. develop an appreciation of the possibilities and limitations of sci-
of physics on society, the moral and ethical dilemmas, and the social, ence and technology
economic and environmental implications of the work of physicists. 10. develop an understanding of the relationships between scientific
disciplines and their influence on other areas of knowledge.
By studying physics students should become aware of how scientists
work and communicate with each other. While the scientific method II. Curriculum model overview
may take on a wide variety of forms, it is the emphasis on a practical
approach through experimental work that characterizes the subject. Component Recommended
Teachers provide students with opportunities to develop manipulative teaching hours
skills, design investigations, collect data, analyse results and evaluate Core 95
and communicate their findings. 1. Measurements and uncertainties 5
2. Mechanics 22
Through the overarching theme of the nature of science, the aims of 3. Thermal physics 11
the DP physics course are to enable students to: 4. Waves 15
1. appreciate scientific study and creativity within a global context 5. Electricity and magnetism 15
through stimulating and challenging opportunities 6. Circular motion and gravitation 5
2. acquire a body of knowledge, methods and techniques that char- 7. Atomic, nuclear and particle physics 14
acterize science and technology 8. Energy production 8
3. apply and use a body of knowledge, methods and techniques that
characterize science and technology

© International Baccalaureate Organization 2014

 Additional higher level 60 Assessment at a glance
9. Wave phenomena 17 Type of Format of Time Weighting
10. Fields 11 assessment assessment (hours) of final
11. Electromagnetic induction 16 grade (%)
12. Quantum and nuclear physics 16
External 4.5 80
Option (Choice of one out of four) 25
A. Relativity 25 Paper 1 40 multiple-choice 1 20
B. Engineering physics 25 questions
C. Imaging 25 Paper 2 Short answer and extended 2.25 36
D. Astrophysics 25 response questions
Practical scheme of work 60 (Core and AHL)
Prescribed and other practical activities 40 Paper 3 Data- and practical-based 1.25 24
Individual investigation (internally assessed) 10 questions plus, short answer
Group 4 project 10 and extended response
questions on the option
The group 4 project Internal 10 20
The group 4 project is a collaborative activity where students from Individual Investigation and write-up 10 20
different group 4 subjects, within or between schools, work togeth- investigation of 6 to 12 pages
er. It allows for concepts and perceptions from across disciplines to
be shared while appreciating the environmental, social and ethical
implications of science and technology. It can be practically or theoret- IV. Sample questions
ically based and aims to develop an understanding of the relationships t
Why is wave-particle duality used in describing the properties of
between scientific disciplines and their influence on other areas of light?
knowledge. The emphasis is on interdisciplinary cooperation and the A. Light is both a wave and a particle
scientific processes. B. Both wave and particle models can explain all the properties
of light
C. Different properties of light can be more clearly explained by
III. Assessment model using one of the wave or particle models
It is the intention of this course that students are able to fulfill the D. Scientists feel more confident when using more than one
following assessment objectives: model to explain a phenomenon (Paper 1)
1. Demonstrate knowledge and understanding of:
t
facts, concepts, and terminology t
The tower is 120m high with an internal diameter of 3.5m. When
t
methodologies and techniques most of the air has been removed, the pressure in the tower is
t
communicating scientific information. 0.96 Pa.
2. Apply: Determine the number of molecules of air in the tower when the
t
facts, concepts, and terminology temperature of the air is 300 K. (Paper 2)
t
methodologies and techniques
t
methods of communicating scientific information. t
The streamlines above the airfoil are closer to each other than the
3. Formulate, analyse and evaluate: streamlines below the airfoil. Suggest why this implies that the
t
hypotheses, research questions and predictions speed of the air above the airfoil is greater than the speed of air
t
methodologies and techniques below the airfoil. (Paper 3)
t
primary and secondary data
t
scientific explanations.
4. Demonstrate the appropriate research, experimental, and person-
al skills necessary to carry out insightful and ethical investigations.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: [Link]

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/recognition or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
Sciences:
Physics—Standard level
First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP students develop skills from five ATL categories: thinking,
research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended
essay, theory of knowledge and creativity, action, service—
are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims 4. develop an ability to analyse, evaluate and synthesize scientific
Physics is the most fundamental of the experimental sciences as it information
seeks to explain the universe itself, from the very smallest particles to 5. develop a critical awareness of the need for, and the value of, effec-
the vast distances between galaxies. Despite the exciting and ex- tive collaboration and communication during scientific activities
traordinary development of ideas throughout the history of physics, 6. develop experimental and investigative scientific skills including
observations remain essential to the very core of the subject. Models the use of current technologies
are developed to try to understand observations, and these themselves 7. develop and apply 21st century communication skills in the study
can become theories that attempt to explain the observations. of science
8. become critically aware, as global citizens, of the ethical implica-
Besides helping us better understand the natural world, physics gives us tions of using science and technology
the ability to alter our environments. This raises the issue of the impact 9. develop an appreciation of the possibilities and limitations of
of physics on society, the moral and ethical dilemmas, and the social, science and technology
economic and environmental implications of the work of physicists. 10. develop an understanding of the relationships between scientific
disciplines and their influence on other areas of knowledge.
By studying physics students should become aware of how scientists
work and communicate with each other. While the scientific method II. Curriculum model overview
may take on a wide variety of forms, it is the emphasis on a practical
approach through experimental work that characterizes the subject. Component Recommended
Teachers provide students with opportunities to develop manipulative teaching hours
skills, design investigations, collect data, analyse results and evaluate Core 95
and communicate their findings. 1. Measurements and uncertainties 5
2. Mechanics 22
Through the overarching theme of the nature of science, the aims of 3. Thermal physics 11
the DP physics course are to enable students to: 4. Waves 15
1. appreciate scientific study and creativity within a global context 5. Electricity and magnetism 15
through stimulating and challenging opportunities 6. Circular motion and gravitation 5
2. acquire a body of knowledge, methods and techniques that 7. Atomic, nuclear and particle physics 14
characterize science and technology 8. Energy production 8
3. apply and use a body of knowledge, methods and techniques that
characterize science and technology

© International Baccalaureate Organization 2014

 Option (Choice of one out of four) 15 Assessment at a glance
A. Relativity 15 Type of Format of Time Weighting
B. Engineering physics 15 assessment assessment (hours) of final
C. Imaging 15 grade (%)
D. Astrophysics 15
External 3 80
Practical scheme of work 40
Prescribed and other practical activities 20 Paper 1 30 multiple-choice 0.75 20
Individual investigation (internally assessed) 10 questions
Group 4 project 10 Paper 2 Short answer and extended 1.25 40
response questions (Core)
The group 4 project Paper 3 Data- and practical-based 1 20
The group 4 project is a collaborative activity where students from dif- questions plus, short answer
ferent group 4 subjects, within or between schools, work together. It al- and extended response
lows for concepts and perceptions from across disciplines to be shared questions on the option
while appreciating the environmental, social and ethical implications Internal 10 20
of science and technology. It can be practically or theoretically based
Individual Investigation and write-up 10 20
and aims to develop an understanding of the relationships between
investigation of 6 to 12 pages
scientific disciplines and their influence on other areas of knowledge.
The emphasis is on interdisciplinary cooperation and the scientific
processes. IV. Sample questions
t
An object falls freely from rest through a vertical distance of 44.0m
in a time of 3.0s. What value should be quoted for the acceleration
III. Assessment model of free-fall? (Paper 1)
It is the intention of this course that students are able to fulfill the
A. 9.778ms-2
following assessment objectives:
B. 9.780ms-2
1. Demonstrate knowledge and understanding of:
C. 9.78ms-2
t
facts, concepts, and terminology
D. 9.8ms-2
t
methodologies and techniques
t
communicating scientific information.
t
There is a suggestion that the temperature of the Earth may
2. Apply:
increase if the use of fossil fuels is not reduced over the coming
t
facts, concepts, and terminology
years. Explain, with reference to the enhanced greenhouse effect,
t
methodologies and techniques
why this temperature increase may occur. (Paper 2)
t
methods of communicating scientific information.
3. Formulate, analyse and evaluate:
t
In an experiment to measure the specific heat capacity of a
t
hypotheses, research questions and predictions
metal, a piece of metal is placed inside a container of boiling
t
methodologies and techniques
water at 100°C. The metal is then transferred into a calorimeter
t
primary and secondary data
containing water at a temperature of 10°C. The final equilibrium
t
scientific explanations.
temperature of the water was measured. One source of error
4. Demonstrate the appropriate research, experimental, and person-
in this experiment is that the small mass of boiling water will be
al skills necessary to carry out insightful and ethical investigations.
transferred to the calorimeter along with the metal.
(a) Suggest the effect of the error on the measured value of the
specific heat capacity of the metal
(b) State one other source of error for this experiment (Paper 3)

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: [Link]

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/recognition or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
Sciences:
Sports, exercise and health science – Standard level
First assessments 2014 – Last assessments 2020

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced

programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims II. Curriculum model overview

The IB DP course in sports, exercise and health science standard level (SL) Component Recommended
involves the study of the science that underpins physical performance. teaching hours
The course incorporates the traditional disciplines of anatomy and phys-
iology, biomechanics, psychology and nutrition. Students cover a range Core 80
of topics and carry out practical (experimental) investigations in both Topic 1: Anatomy 7
laboratory and field settings. This provides an opportunity to acquire the t
The skeletal system
knowledge and understanding necessary to apply scientific principles t
The muscular system
and critically analyse human performance. Where relevant, the course Topic 2: Exercise physiology 17
will address issues of international dimensions and ethics by considering t
Structure and function of the ventilatory
sport, exercise and health relative to the individual in a global context. system
t
Structure and function of the cardiovascu-
The aims of the sports, exercise and health science SL course are to: lar system
t
provide stimulating and challenging opportunities for scientific Topic 3: Energy systems 13
study and creativity within a global context t
Nutrition
t
provide a body of knowledge, methods and techniques that t
Carbohydrate and fat metabolism
characterize science and technology t
Nutrition and energy systems
t
enable students to apply and use a body of knowledge, methods Topic 4: Movement analysis 15
and techniques that characterize science and technology t
Neuromuscular function
t
develop an ability to analyse, evaluate and synthesize scientific t
Joint and movement type
information t
Fundamentals of biomechanics
t
engender an awareness of the need for, and the value of, effective Topic 5: Skill in sport 15
collaboration and communication during scientific activities t
The characteristic and classification of skill
t
develop experimental and investigative scientific skills t
Information processing
t
develop and apply the students’ information and communication t
Principles of skill learning
technology skills in the study of science Topic 6: Measurement and evaluation of 13
t
raise awareness of the moral, ethical, social, economic and environ- human performance
mental implications of using science and technology t
Statistical analysis
t
develop an appreciation of the possibilities and limitations t
Study design
associated with science and scientists t
Components of fitness
t
encourage an understanding of the relationships between scientific t
Principles of training programme design
disciplines and the overarching nature of the scientific method.

© International Baccalaureate Organization 2014

 Option 30 Assessment at a glance
Students are required to study any two of four Type of Format of Time Weighting
options. assessment assessment (hours) of final
A. Optimizing physiological performance 15 grade (%)
B. Psychology of sport 15
External 3 76
C. Physical activity and health 15
D. Nutrition for sport, exercise and health 15 Paper 1 30 multiple-choice ques- .75 20
Internal assessment 40 tions on the core syllabus.
Paper 2 A: Students answer one 1.25 32
data-based question and
III. Assessment model several short-answer ques-
Demonstrate an understanding of: tions on the core.
t
scientific facts and concepts B: Students answer one of
t
scientific methods and techniques three extended-response
t
scientific terminology question on the core.
t
methods of presenting scientific information. Paper 3 Several short-answer 1 24
Apply and use: questions (all compulsory)
t
scientific facts and concepts in each of the two options
t
scientific methods and techniques studied.
t
scientific terminology to communicate effectively
Internal 40 24
t
tBQQSPQSJBUF
NFUIPET
UP
QSFTFOU
TDJFOUJöD
JOGPSNBUJPO
Construct, analyse and evaluate: Investigations A mixture of short- and 30
t
hypotheses, research questions and predictions long-term investigations.
t
scientific methods and techniques Group 4 Interdisciplinary project. 10
t
scientific explanations. project Assessed for personal skills
only.
Demonstrate the personal skills of cooperation, perseverance and responsi-
bility appropriate for effective scientific investigation and problem solving.
Demonstrate the manipulative skills necessary to carry out scientific inves- IV. Sample questions
tigations with precision and safety. 1. At rest, the arterio-venous oxygen difference is approximately 5 mL
of oxygen per 100 mL (dL) of blood. What happens to this figure when
someone participates in moderately intense exercise?
2. Outline the general characteristics that are common to muscle tissue.
3. Caffeine is one nutritional ergogenic aid that may be used by athletes
during competition.
t
Identify two other nutritional ergogenic aids.
t
Discuss the possible contributions of caffeine to an athlete’s train-
ing and competition performance.
t
Define the term glycemic index.
t
Explain the relevance of GI with regard to the performance of en-
durance athletes during and after competition.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
DP Subject Information

Group 5: Mathematics
• Math - Applications and interpretation HL
• Math - Applications and interpretation SL
• Math - Analysis and approaches HL
• Math - Analysis and approaches SL

88
After a seven-year curriculum review, two new subjects in mathematics will be replacing the current four
subjects in 2019. In addition to giving more choice to a greater number of students, these courses will give
your school greater flexibility in the way you group students, schedule lessons and teach the skills and
content.
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
How will the courses be assessed?
SL students will complete two externally assessed written papers and the internal assessment, HL
students will complete three externally assessed written papers and the internal assessment.
DP Subject Information

Group 6: The Arts

· Music HL/SL
· Visual Arts HL/SL
· Free elective (another subject from IB Groups 3 or 4)

98
IB music higher level subject brief

The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that
prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both
breadth and depth of study. Music higher level is in group 6, the arts. In addition, three core elements—the extended essay, theory
of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop
internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute
to creating a better, more peaceful world.
The IB subject briefs illustrate key course components in the IB Diploma Programme.
I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

Overview of the music higher level course and curriculum model

I. Course description and aims III. Assessment model

The IB Diploma Programme higher level music course Assessment for music higher level
seeks to develop students’ knowledge and potential
as musicians, both personally and collaboratively. IB The IB assesses student work as direct evidence of
Diploma Programme music students are required to achievement against the stated goals of the Diploma
study musical perception and actively listen to a wide Programme courses, which are to provide students with:
range of music from different parts of the world, musical ‡ a broad and balanced, yet academically demanding,
cultures and time periods. They also develop aural programme of study
perception and understanding of music by learning ‡ WKHGHYHORSPHQWRIFULWLFDOWKLQNLQJDQGUHÀHFWLYH
about musical elements, including form and structure, skills
notations, musical terminology, and context. Through ‡ the development of research skills
the course of study, students become aware of how ‡ the development of independent learning skills
musicians work and communicate. In addition, the ‡ the development of intercultural understanding
course enables students to: ‡ a globally recognized university entrance
‡ enjoy lifelong engagement with the arts TXDOL¿FDWLRQ
‡ EHFRPHLQIRUPHGUHÀHFWLYHDQGFULWLFDO The assessments aim to test all students’ knowledge
practitioners in the arts and understanding of key concepts through various
‡ understand the dynamic and changing nature of activities that demonstrate:
‡ knowledge, understanding and perception of music in
the arts
‡ explore and value the diversity of the arts across
relation to time, place and cultures
‡ appropriate musical terminology to describe and
time, place and cultures
‡ H[SUHVVLGHDVZLWKFRQ¿GHQFHDQGFRPSHWHQFH
‡ UHÀHFWWKHLUFULWLFDOXQGHUVWDQGLQJRIPXVLF
‡ comparative analysis of music in relation to time,
develop perceptual and analytical skills
‡ develop their knowledge and potential as musicians,
place and cultures
‡ creative skills through exploration, control and
both personally and collaboratively.
development of musical elements
II. Curriculum model overview ‡ performance skills through solo music making
‡ FULWLFDOWKLQNLQJVNLOOVWKURXJKUHÀHFWLYHWKRXJKW
Music higher level Students’ success in the music higher level course is
Components measured by combining their grades in external and
internal assessment.
Musical perception 90 hours
Throughout the teaching of the course students
Creating 75 hours
should be encouraged to develop critical thinking and
Solo performing 75 hours participate in inquiry-based learning, while working both
Total teaching hours 240 hours individually and collaboratively.

[Link]
Assessment for music higher level (continued) Assessment at a glance
The listening paper is based on musical perception— Type of Format of Time Weighting
analysis, examination, comparing and contrasting of assessment assessment (hours) RI¿QDO
pieces of music. Section A relates to two prescribed
works and section B to music from different times and grade (%)
places, encompassing jazz/pop, western art music External 50
and world music. Section C relates to comparing and Listening Seven musical 3 30
contrasting two extracts from section B. perception
paper
In the musical links investigation, through the study questions
of pieces from two distinct musical cultures, students Musical links A written media 20
are encouraged to explore, analyse and examine the investigation script of 2,000
musical connections existing between two (or more) words or less,
pieces of music. Through investigative study and investigating the
analysis of the similarities and differences between the VLJQL¿FDQWPXVLFDO
selected pieces of music, students learn to demonstrate links between two
VLJQL¿FDQWPXVLFDOOLQNV or more pieces from
distinct musical
In creating, students create three pieces of 3 to 6 cultures
minutes in length choosing from a wide range of styles
Internal 50
and media, including traditional instruments, voices and/
RUPXVLFWHFKQRORJ\DQGUHÀHFWRQWKHLUXQGHUVWDQGLQJ Creating and Creating: 25
of the intention, process and outcome of the pieces. performing three pieces of
coursework with
In the performing component, students must submit a recordings and
programme of contrasting pieces in any style of music written work
that is 20 minutes in length.
Solo performing: 25
A recording selected
Assessment criteria are used to assess students’
from pieces
achievement in music. These criteria are related to the presented during
assessment objectives established for the music course one or more public
and to the group 6 grade descriptors. performances

IV. Sample questions

The following questions appeared in previous IB Diploma Programme music higher level examinations.

Listening paper section A Sample: String Quartet No. 8, Op. 110 - Movement I by D
Sample: Violin Concerto II Allegro – Adagio by A Berg Shostakovich (score provided)
and Adiós Nonino by A Piazzolla With clear reference to the score provided, analyse,
,QYHVWLJDWHVLJQL¿FDQWPXVLFDOOLQNVEHWZHHQWKHVHWZR examine and discuss in detail what you hear in this extract.
pieces by analysing and comparing and contrasting their Listening paper section C
timbre/tone colour and melody. Sample: Select any two of the extracts from section B.
Listening paper section B ,QYHVWLJDWHDQGHYDOXDWHWZR RUPRUH VLJQL¿FDQWPXVLFDO
6DPSOH8QLGHQWL¿HG3LHFH QRVFRUHSURYLGHG links between these extracts. Arguments must be fully
Analyse, examine and discuss in detail what you hear in MXVWL¿HGORFDWHGDQGUHOHYDQWWRWKHFKRVHQH[WUDFWV
this extract.

Learn more about how the IB Diploma Programme prepares students for success at university by going online to
[Link]/universities or email us at recognition@[Link].
International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate
IB music standard level subject brief

The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education
that prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining
both breadth and depth of study. Music standard level is in group 6, the arts. In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that
develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able
to contribute to creating a better, more peaceful world.
The IB subject briefs illustrate four key course components in the IB Diploma Programme.
I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

Overview of the music standard level course and curriculum model

I. Course description and aims III. Assessment model

The IB Diploma Programme standard level music course Assessment for music standard level
seeks to develop students’ knowledge and potential
as musicians, both personally and collaboratively. IB The IB assesses student work as direct evidence of
Diploma Programme music students are required to achievement against the stated goals of the Diploma
study musical perception and actively listen to a wide Programme courses, which are to provide students with:
range of music from different parts of the world, musical ‡ a broad and balanced, yet academically demanding,
cultures and time periods. They also develop aural programme of study
perception and understanding of music by learning ‡ WKHGHYHORSPHQWRIFULWLFDOWKLQNLQJDQGUHÀHFWLYH
about musical elements, including form and structure, skills
notations, musical terminology and context. Through ‡ the development of research skills
the course of study, students become aware of how ‡ the development of independent learning skills
musicians work and communicate. In addition, the ‡ the development of intercultural understanding
course enables students to: ‡ a globally recognized university entrance
‡ enjoy lifelong engagement with the arts TXDOL¿FDWLRQ
‡ EHFRPHLQIRUPHGUHÀHFWLYHDQGFULWLFDOSUDFWLWLRQHUV The assessments aim to test all students’ knowledge
in the arts and understanding of key concepts through various
‡ understand the dynamic and changing nature of the activities that demonstrate:
‡ knowledge, understanding and perception of music in
arts
‡ explore and value the diversity of the arts across
relation to time, place and cultures
‡ appropriate musical terminology to describe and
time, place and cultures
‡ H[SUHVVLGHDVZLWKFRQ¿GHQFHDQGFRPSHWHQFH
‡ UHÀHFWWKHLUFULWLFDOXQGHUVWDQGLQJRIPXVLF
‡ comparative analysis of music in relation to time,
develop perceptual and analytical skills
‡ develop their knowledge and potential as musicians,
place and cultures.
‡ creative skills through exploration, control and
both personally and collaboratively.
development of musical elements
II. Curriculum model overview
‡ performance skills through solo or group music
making
Music standard level ‡ FULWLFDOWKLQNLQJVNLOOVWKURXJKUHÀHFWLYHWKRXJKW
Students’ success in the music standard level course
Components
is measured by combining their grades on external and
Core Musical perception 75 hours internal assessment.
Options Students choose one of the 75 hours
three options
‡ Creating
‡ Solo performing
‡ Group performing

Total teaching hours 150 hours

Assessment for music standard level (continued) Assessment at a glance
Throughout the teaching of the course students should
be encouraged to develop critical thinking and participate Type of Format of Time Weighting
in inquiry-based learning, while working both individually assessment assessment (hours) RI¿QDO
and collaboratively.
grade (%)
The listening paper is based on musical perception—
External 50
analysis, examination, comparing and contrasting
pieces of music. Section A relates to two prescribed Listening Five musical 2.25 30
works and section B to music from different times and Paper perception questions
places, encompassing jazz/pop, western art music and
world music. Musical A written media script 20
links of 2,000 words or
In the musical links investigation, through the study of less, investigating the
investigation
VLJQL¿FDQWPXVLFDO
pieces from two distinct musical cultures, students are
links between two
encouraged to explore, analyse and examine the musical or more pieces from
connections existing between two (or more) pieces of distinct musical
music. Through investigative study and analysis of the cultures
similarities and differences between the selected pieces
Internal 50
RIPXVLFVWXGHQWVOHDUQWRGHPRQVWUDWHVLJQL¿FDQW
musical links. Creating or Students choose one of the three
performing options.
For the creating option, students create two 3- to Creating: Two pieces of coursework
6-minute pieces, choosing from a wide range of styles with recordings and written work
Solo performing:
and media, including traditional instruments, voices and/
A recording selected from pieces
RUPXVLFWHFKQRORJ\DQGUHÀHFWRQWKHLUXQGHUVWDQGLQJRI presented during one or more public
the intention, process and outcome of the pieces performances
Group performing:
For the solo performing option, students must submit a A recording selected from pieces
programme of contrasting pieces in any style of music that is presented during two or more public
15 minutes in length. performances

For the group performing option, a submission is made for

students in the group of pieces selected from two or more
public performances that is 20–30 minutes in length.

Assessment criteria are used to assess students’

achievement in music. These criteria are related to the
assessment objectives established for the music course and
to the group 6 grade descriptors.

[Link]

IV. Sample questions

The following questions appeared in previous IB Diploma Programme music standard level examinations.*

Listening paper section A Listening paper section B

Sample: Violin Concerto II Allegro – Adagio by A Berg 6DPSOH8QLGHQWL¿HG3LHFH QRVFRUHSURYLGHG
and Adiós Nonino by A Piazzolla Analyse, examine and discuss in detail what you hear in
,QYHVWLJDWHVLJQL¿FDQWPXVLFDOOLQNVEHWZHHQWKHVHWZR this extract.
pieces by analysing and comparing and contrasting their Sample: String Quartet No. 8, Op. 110 - Movement I by D
timbre/tone colour and melody. Shostakovich (score provided)
With clear reference to the score provided, analyse,
* the syllabus for examinations current until 2016
examine and discuss in detail what you hear in this extract.

Learn more about how the IB Diploma Programme prepares students for success at university by going online to
[Link]/universities or email us at recognition@[Link].
International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate
 International Baccalaureate
Diploma Programme Subject Brief
The arts:
Visual arts—Higher level
First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP, students develop skills from five ATL categories: thinking,
research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended
essay, theory of knowledge and creativity, action, service—
are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate three key course components.

I. Course description and aims II. Curriculum model overview III. Assessment model

I. Course description and aims

The IB Diploma Programme visual arts course encourages students to In addition, the aims of the visual arts course at SL and HL are to enable
challenge their own creative and cultural expectations and boundaries. students to:
It is a thought-provoking course in which students develop analytical 7. make artwork that is influenced by personal and cultural contexts
skills in problem-solving and divergent thinking, while working towards 8. become informed and critical observers and makers of visual
technical proficiency and confidence as art-makers. In addition to culture and media
exploring and comparing visual arts from different perspectives and 9. develop skills, techniques and processes in order to communicate
in different contexts, students are expected to engage in, experiment concepts and ideas.
with and critically reflect upon a wide range of contemporary practices
and media. The course is designed for students who want to go on to II. Curriculum model overview
further study of visual arts in higher education as well as for those who
are seeking lifelong enrichment through visual arts. Component Recommended
teaching hours
The role of visual arts teachers should be to actively and carefully Visual arts in context 80
organize learning experiences for the students, directing their study t
Examine and compare the work of artists
to enable them to reach their potential and satisfy the demands of from different cultural contexts.
the course. Students should be empowered to become autonomous, t
Consider the contexts influencing their
informed and skilled visual artists. own work and the work of others.
t
Make art through a process of
The aims of the arts subjects are to enable students to: investigation, thinking critically and
1. enjoy lifelong engagement with the arts experimenting with techniques.
2. become informed, reflective and critical practitioners in the arts t
Apply identified techniques to their own
3. understand the dynamic and changing nature of the arts developing work.
4. explore and value the diversity of the arts across time, place and t
Develop an informed response to work
cultures and exhibitions they have seen and
5. express ideas with confidence and competence experienced.
6. develop perceptual and analytical skills. t
Begin to formulate personal intentions
for creating and displaying their own
artworks.

© International Baccalaureate Organization 2014

 Visual arts methods 80 t
Analyse artworks from a variety of different contexts
t
Look at different techniques for making art. t
Apply knowledge and understanding of skills, techniques, media,
t
Investigate and compare how and why forms and processes related to art-making
different techniques have evolved and the 3. Demonstrate synthesis and evaluation
processes involved. t
Critically analyse and discuss artworks created by themselves and
t
Experiment with diverse media and others and articulate an informed personal response
explore techniques for making art. t
Formulate personal intentions for the planning, development and
t
Develop concepts through processes making of artworks that consider how meaning can be conveyed
informed by skills, techniques and media. to an audience
t
Evaluate how their ongoing work t
Demonstrate the use of critical reflection to highlight success and
communicates meaning and purpose. failure in order to progress work
t
Consider the nature of “exhibition”, and t
Evaluate how and why art-making evolves and justify the choices
think about the process of selection and made in their own visual practice
the potential impact of their work on 4. Select, use and apply a variety of appropriate skills and techniques
different audiences. t
Experiment with different media, materials and techniques in
art-making
Communicating visual arts 80 t
Make appropriate choices in the selection of images, media,
t
Explore ways of communicating through materials and techniques in art-making
visual and written means. t
Demonstrate technical proficiency in the use and application of
t
Make artistic choices about how to most skills, techniques, media, images, forms and processes
effectively communicate knowledge and t
Produce a body of resolved and unresolved artworks as
understanding. appropriate to intentions
t
Produce a body of artwork through a
process of reflection and evaluation,
showing a synthesis of skill, media and Assessment at a glance
concept. Type of Format of Weighting
t
Select and present resolved works for assessment assessment of final
exhibition. grade (%)
t
Explain the ways in which the works are
connected. External 60
t
Discuss how artistic judgments impact the Comparative t
10–15 screens which examine 20
overall presentation. study and compare at least 3 artworks,
at least 2 of which need to be by
Throughout the course students are required to maintain a visual arts different artists
journal. Although sections of the journal will be selected, adapted and t
3–5 screens which analyse the
presented for assessment, the journal itself is not directly assessed or extent to which the student’s
moderated. It is, however, regarded as a fundamental activity of the work and practices have been
course. influenced by the art and artists
examined
t
A list of sources used
III. Assessment model
Having followed the visual arts course, students are expected to: Process t
13–25 screens which evidence 40
1. Demonstrate knowledge and understanding of specified content portfolio sustained experimentation,
t
Identify various contexts in which the visual arts can be created exploration, manipulation and
and presented refinement of a variety of
t
Describe artwork from differing contexts, and identify the ideas, art-making activities
conventions and techniques employed by the art-makers Internal 40
t
Recognize the skills, techniques, media, forms and processes
Exhibition t
A curatorial rationale that does 40
associated with the visual arts
not exceed 700 words
t
Present work, using appropriate visual arts language, as
t
8–11 artworks
appropriate to intentions
t
Exhibition text (stating the title,
2. Demonstrate application and analysis of knowledge and under-
medium, size and intention) for
standing
each artwork
t
Express concepts, ideas and meaning through visual
communication

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: [Link]

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/recognition or email: recognition@[Link].
 International Baccalaureate
Diploma Programme Subject Brief
The arts:
Visual arts—Standard level
First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP students develop skills from five ATL categories: thinking,
research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended
essay, theory of knowledge and creativity, action, service—
are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate three key course components.

I. Course description and aims II. Curriculum model overview III. Assessment model

I. Course description and aims

The IB Diploma Programme visual arts course encourages students to In addition, the aims of the visual arts course at SL and HL are to enable
challenge their own creative and cultural expectations and boundaries. students to:
It is a thought-provoking course in which students develop analytical 7. make artwork that is influenced by personal and cultural contexts
skills in problem-solving and divergent thinking, while working towards 8. become informed and critical observers and makers of visual
technical proficiency and confidence as art-makers. In addition to culture and media
exploring and comparing visual arts from different perspectives and in 9. develop skills, techniques and processes in order to communicate
different contexts, students are expected to engage in, experiment with concepts and ideas.
and critically reflect upon a wide range of contemporary practices and
media. The course is designed for students who want to go on to study II. Curriculum model overview
visual arts in higher education as well as for those who are seeking
lifelong enrichment through visual arts. Component Recommended
teaching hours
The role of visual arts teachers should be to actively and carefully Visual arts in context 50
organize learning experiences for the students, directing their study t
Examine and compare the work of artists
to enable them to reach their potential and satisfy the demands of from different cultural contexts.
the course. Students should be empowered to become autonomous, t
Consider the contexts influencing their
informed and skilled visual artists. own work and the work of others.
t
Make art through a process of
The aims of the arts subjects are to enable students to: investigation, thinking critically and
1. enjoy lifelong engagement with the arts experimenting with techniques.
2. become informed, reflective and critical practitioners in the arts t
Apply identified techniques to their own
3. understand the dynamic and changing nature of the arts developing work.
4. explore and value the diversity of the arts across time, place and t
Develop an informed response to work
cultures and exhibitions they have seen and
5. express ideas with confidence and competence experienced.
6. develop perceptual and analytical skills. t
Begin to formulate personal intentions
for creating and displaying their own
artworks.

© International Baccalaureate Organization 2014

 Visual arts methods 50 t
Analyse artworks from a variety of different contexts
t
Look at different techniques for making art. t
Apply knowledge and understanding of skills, techniques, media,
t
Investigate and compare how and why forms and processes related to art-making
different techniques have evolved and the 3. Demonstrate synthesis and evaluation
processes involved. t
Critically analyse and discuss artworks created by themselves and
t
Experiment with diverse media and others and articulate an informed personal response
explore techniques for making art. t
Formulate personal intentions for the planning, development and
t
Develop concepts through processes making of artworks that consider how meaning can be conveyed
informed by skills, techniques and media. to an audience
t
Evaluate how their ongoing work t
Demonstrate the use of critical reflection to highlight success and
communicates meaning and purpose. failure in order to progress work
t
Consider the nature of “exhibition” and t
Evaluate how and why art-making evolves and justify the choices
think about the process of selection and made in their own visual practice
the potential impact of their work on 4. Select, use and apply a variety of appropriate skills and techniques
different audiences. t
Experiment with different media, materials and techniques in
art-making
Communicating visual arts 50 t
Make appropriate choices in the selection of images, media,
t
Explore ways of communicating through materials and techniques in art-making
visual and written means. t
Demonstrate technical proficiency in the use and application of
t
Make artistic choices about how to most skills, techniques, media, images, forms and processes
effectively communicate knowledge and t
Produce a body of resolved and unresolved artworks as
understanding. appropriate to intentions
t
Produce a body of artwork through a
process of reflection and evaluation,
showing a synthesis of skill, media and Assessment at a glance
concept. Type of Format of Weighting
t
Select and present resolved works for assessment assessment of final
exhibition. grade (%)
t
Explain the ways in which the works are
connected. External 60
t
Discuss how artistic judgments impact the Comparative t
10–15 screens which examine 20
overall presentation. study and compare at least 3 artworks,
at least 2 of which should be by
Throughout the course students are required to maintain a visual arts different artists
journal. Although sections of the journal will be selected, adapted and t
A list of sources used
presented for assessment, the journal itself is not directly assessed or
Process t
9–18 screens which evidence 40
moderated. It is, however, regarded as a fundamental activity of the
portfolio the student’s sustained
course.
experimentation, exploration,
manipulation and refinement of a
III. Assessment model variety of art-making activities
Having followed the visual arts course, students are expected to: Internal 40
1. Demonstrate knowledge and understanding of specified content
Exhibition t
A curatorial rationale that does 40
t
Identify various contexts in which the visual arts can be created
not exceed 400 words
and presented
t
4–7 artworks
t
Describe artwork from differing contexts, and identify the ideas,
t
Exhibition text (stating the title,
conventions and techniques employed by the art-makers
medium, size and intention) for
t
Recognize the skills, techniques, media, forms and processes
each artwork
associated with the visual arts
t
Present work, using appropriate visual arts language, as
appropriate to intentions
2. Demonstrate application and analysis of knowledge and under-
standing
t
Express concepts, ideas and meaning through visual
communication

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: [Link]

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/recognition or email: recognition@[Link].
DP Subject Information

Core
· TOK
· Extended Essay
· CAS

107
 International Baccalaureate
Diploma Programme Subject Brief
Diploma Programme core:
Theory of knowledge
First assessments 2015 – Last assessments 2021

The IB Diploma Programme (DP) is a rigorous, academically challenging and bal-

anced programme of education designed to prepare students aged 16 to 19 for
success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended es-
say, theory of knowledge and creativity, action, service—are compulsory and central
to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims II. Curriculum model overview

Theory of knowledge (TOK) is a course about critical thinking and in- Component
quiring into the process of knowing, rather than about learning a spe-
cific body of knowledge. It plays a special role in the DP by providing Knowing about knowing
an opportunity for students to reflect on the nature of knowledge, to TOK examines how we know what we claim to know, by encouraging
make connections between areas of knowledge and to become aware students to analyse knowledge claims and explore knowledge ques-
of their own perspectives and those of the various groups whose knowl- tions. A knowledge claim is the assertion that “I/we know X” or “I/we
edge they share. It is a core element undertaken by all DP students, and know how to Y”, or a statement about knowledge; a knowledge ques-
schools are required to devote at least 100 hours of class time to the tion is an open question about knowledge. The distinction between
course. The overall aim of TOK is to encourage students to formulate an- shared knowledge and personal knowledge is intended to help teach-
swers to the question “how do you know?” in a variety of contexts, and to ers construct their TOK course and to help students explore the nature
see the value of that question. This allows students to develop an endur- of knowledge.
ing fascination with the richness of knowledge.
Ways of knowing
The aims of the TOK course are to: While there are arguably many ways of knowing (WOKs), TOK iden-
tifies eight specific WOKs: language, sense perception, emotion, rea-
t
make connections between a critical approach to the construction son, imagination, faith, intuition, and memory. Students must explore
of knowledge, the academic disciplines and the wider world a range of ways of knowing, and it is suggested to study four of these
t
develop an awareness of how individuals and communities con- in depth.
struct knowledge and how this is critically examined Areas of knowledge
t
develop an interest in the diversity and richness of cultural per- Areas of knowledge are specific branches of knowledge, each of
spectives and an awareness of personal and ideological assump- which can be seen to have a distinct nature and different methods of
tions gaining knowledge. TOK distinguishes between eight areas of knowl-
t
critically reflect on their own beliefs and assumptions, leading to edge: mathematics, the natural sciences, the human sciences, the arts,
more thoughtful, responsible and purposeful lives history, ethics, religious knowledge systems, and indigenous knowl-
t
understand that knowledge brings responsibility which leads to edge systems. Students must explore a range of areas of knowledge,
commitment and action. and it is suggested to study six of these eight.

© International Baccalaureate Organization 2014

III. Assessment model IV. Sample prescribed titles
Having followed the TOK course, students will be expected to t
Using history and at least one other area of knowledge, examine
demonstrate the following: the claim that it is possible to attain knowledge despite problems
of bias and selection.
t
Identify and analyse the various kinds of justifications used to t
“It is a capital mistake to theorize before one has data. Insensibly
support knowledge claims. one begins to twist facts to suit theories, instead of theories to
t
Formulate, evaluate and attempt to answer knowledge questions. suit facts” (Arthur Conan Doyle). Consider the extent to which this
t
Examine how academic disciplines/areas of knowledge generate statement may be true in two or more areas of knowledge.
and shape knowledge. t
In what ways may disagreement aid the pursuit of knowledge in
t
Understand the roles played by ways of knowing in the construc- the natural and human sciences?
tion of shared and personal knowledge.
t
Explore links between knowledge claims, knowledge questions,
ways of knowing and areas of knowledge.
t
Demonstrate an awareness and understanding of different
perspectives and be able to relate these to one’s own perspective.
t
Explore a real-life/contemporary situation from a TOK perspective
in the presentation.

Assessment at a glance
Type of Format of Weighting of
assessment assessment final grade (%)
External

Part I: One essay on a title chosen from 67

Essay on a a list of six prescribed titles.
prescribed title
Internal
Part 2: One presentation to the class by 33
Presentation an individual or a group (max of
three persons); approximately
10 minutes per student.
One written presentation
planning document for each
student.

TOK contributes to the overall diploma score through the award of

points in conjunction with the extended essay. A maximum of three
points are awarded according to a student’s combined performance in
both TOK and the extended essay.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
 International Baccalaureate
Diploma Programme Subject Brief
Diploma Programme Core:
Extended essay, including the world studies option
First assessment 2018

The IB Diploma Programme (DP) is a rigorous, academically challenging and bal-

anced programme of education designed to prepare students aged 16 to 19 for
success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP, students develop skills from five ATL categories: thinking,
research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose six courses from six distinct groups:
1) studies in language and literature; 2) language acquisition; 3) individuals and socie-
ties; 4) sciences; 5) mathematics; 6) the arts. Students may choose to replace the arts
course with a second course from one of the other five groups. At least three, and not
more than four, subjects are taken at higher level (240 recommended teaching hours),
while the remaining are taken at standard level (150 recommended teaching hours). In
addition, three core elements—the extended essay, theory of knowledge, and creativi-
ty, activity, service—are compulsory and central to the philosophy of the programme.

These DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Overview of the extended essay process IV. Sample extended essay topics

I. Course description and aims

The extended essay is a compulsory, externally assessed piece of inde- The aims of the extended essay are to provide students with the oppor-
pendent research into a topic chosen by the student and presented as tunity to:
a formal piece of academic writing. The extended essay is intended to • engage in independent research with intellectual initiative and rigour
promote high-level research and writing skills, intellectual discovery and • develop research, thinking, self-management and communication skills
creativity while engaging students in personal research. This leads to • reflect on what has been learned throughout the research and writ-
a major piece of formally presented, structured writing of up to 4,000 ing process.
words in which ideas and findings are communicated in a reasoned,
coherent and appropriate manner. II. Overview of the extended essay process
Students are guided through the process of research and writing by an The extended essay process
assigned supervisor (a teacher in the school). All students undertake three
mandatory reflection sessions with their supervisor, including a short The research process
interview, or viva voce, following the completion of the extended essay. 1. Choose the approved DP subject.
2. Choose a topic.
Extended essay topics may be chosen from a list of approved DP sub- 3. Undertake some preparatory reading.
jects—normally one of the student’s six chosen subjects for the IB 4. Formulate a well-focused research question.
diploma or the world studies option. World studies provides students 5. Plan the research and writing process.
with the opportunity to carry out an in-depth interdisciplinary study of 6. Plan a structure (outline headings) for the essay. This may change
an issue of contemporary global significance, using two IB disciplines. as the research develops.
7. Carry out the research.

© International Baccalaureate Organization 2016

 Writing and formal presentation Assessment at a glance
The required elements of the final work to be submitted are as follows.
• Title page Assessment Description
• Contents page criteria
• Introduction
• Body of the essay Focus and method The topic, the research question and the meth-
• Conclusion odology are clearly stated.
• References and bibliography Knowledge and The research relates to the subject area/disci-
The upper limit of 4,000 words includes the introduction, body, con- understanding pline used to explore the research question,
clusion and any quotations. and knowledge and understanding is demon-
strated through the use of appropriate termi-
Reflection process nology and concepts.
As part of the supervision process, students undertake three manda-
tory reflection sessions with their supervisor. These sessions form part Critical thinking Critical-thinking skills have been used to analyse
of the formal assessment of the extended essay and research process. and evaluate the research undertaken.
The purpose of these sessions is to provide an opportunity for stu- Presentation The presentation follows the standard format
dents to reflect on their engagement with the research process and is expected for academic writing.
intended to help students consider the effectiveness of their choices, Engagement The student’s engagement with their research
re-examine their ideas and decide on whether changes are needed. focus and the research process.
The final reflection session is the viva voce.
The viva voce is a short interview (10–15 minutes) between the stu- The extended essay contributes to the student’s overall score for the
dent and the supervisor, and is a mandatory conclusion to the process. diploma through the award of points in conjunction with theory of
The viva voce serves as: knowledge. A maximum of three points are awarded according to a stu-
• a check on plagiarism and malpractice in general dent’s combined performance in both the extended essay and theory
• an opportunity to reflect on successes and difficulties of knowledge.
• an opportunity to reflect on what has been learned
• an aid to the supervisor’s report.
IV. Sample extended essay topics
• What is the relationship between the length of an exhaust pipe
III. Assessment model and the frequency of the sound it emits?
• How far was the Christian Democrat victory in the Italian elections
The extended essay, including the world studies option, is assessed of 1948 influenced by Cold War tensions?
against common criteria and is interpreted in ways appropriate to each • How effective is Friedrich Dürrenmatt’s use of colour to convey his
subject. Students are expected to: message in the play Der Besuch der alten Dame?
• provide a logical and coherent rationale for their choice of topic
• review what has already been written about the topic
• formulate a clear research question
• offer a concrete description of the methods used to investigate
the question
• generate reasoned interpretations and conclusions based on their
reading and independent research in order to answer the question
• reflect on what has been learned throughout the research and
writing process.

About the IB: For over 50 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: [Link] Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: [Link]

To learn more about how the IB Diploma Programme prepares students for success at university, visit: [Link]/recognition or
email: recognition@[Link]
 International Baccalaureate
Diploma Programme Subject Brief
Creativity, activity, service
For students graduating in 2017 and after

The IB Diploma Programme (DP) is a rigorous, academically challenging and

balanced programme of education designed to prepare students aged 16 to 19
for success at university and life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate
strategies, skills and attitudes that permeate the teaching and learning environment.
In the DP, students develop skills from five ATL categories: thinking, research, social,
self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must
choose six courses from six distinct groups: 1) studies in language and literature; 2)
language acquisition; 3) individuals and societies, 4) sciences; 5) mathematics; 6) the
arts. Students may chooseto replace the arts course with a second course from one
of the other five groups. At least three, and not more than four, subjects are taken at
higher level (240 recommended teaching hours), while the remaining are taken at
standard level (150 recommended teaching hours). In addition, three core
elements—the extended essay, theory of knowledge and creativity, activity,
service—are compulsory and central to the philosophy of the programme.

These DP subject briefs illustrate four key course components.

I. Description and aims III. Learning outcomes
II. Programme overview IV. Sample projects

I. Description and aims programme combines planned/unplanned singular and ongoing expe-
Creativity, activity, service (CAS) is at the heart of the DP. With its holistic riences. All are valuable and may lead to personal development. How-
approach, CAS is designed to strengthen and extend students’ personal ever, a meaningful CAS programme must be more than just a series of
and interpersonal learning from the Primary Years Programme (PYP) and unplanned/singular experiences. Students must be involved in at least
Middle Years Programme (MYP). one CAS project during the programme.

CAS is organized around the three strands of creativity, activity and ser-
vice defined as follows. II. Programme overview
t
Creativity—exploring and extending ideas leading to an original or The CAS programme formally begins at the start of the DP and contin-
interpretive product or performance. ues regularly for at least 18 months with a reasonable balance between
t
Activity—physical exertion contributing to a healthy lifestyle. creativity, activity and service.
t
Service—collaborative and reciprocal engagement with the com-
munity in response to an authentic need. A CAS experience must:
t
fit within one or more of the CAS strands
CAS aims to develop students who: t
be based on a personal interest, skill, talent or opportunity for
t
enjoy and find significance in a range of CAS experiences growth
t
purposefully reflect upon their experiences t
provide opportunities to develop the attributes of the IB learner
t
identify goals, develop strategies and determine further actions for profile
personal growth t
not be used or included in the student’s DP course requirements.
t
explore new possibilities, embrace new challenges and adapt to
new roles CAS students have guidance at the school level through a variety of re-
t
actively participate in planned, sustained and collaborative CAS sources including the school’s CAS handbook, information sessions and
projects meetings. In addition, students have three formal interviews with the
t
understand they are members of local and global communities school’s CAS coordinator/adviser.
with responsibilities towards each other and the environment.
Typically, students’ service experiences involve the following stages.
A CAS experience is a specific event in which the student engages with t
Investigation, preparation and action that meets an identified
one or more of the three CAS strands. It can be a single event or an ex- need.
tended series of events. A CAS project is a collaborative series of sequen- t
Reflection on significant experiences throughout to inform prob-
tial CAS experiences lasting at least one month. Typically, a student’s CAS lem-solving and choices.
t
Demonstration allowing for sharing of what has taken place.

© International Baccalaureate Organization 2015

All CAS students are expected to maintain and complete a CAS portfolio Demonstrate the skills Students are able to identify, demonstrate
as evidence of their engagement with CAS. The CAS portfolio is a col- and recognize the and critically discuss the benefits and chal-
lection of evidence that showcases CAS experiences and student reflec- benefits of working lenges of collaboration gained through
tions; it is not formally assessed. collaboratively. CAS experiences.
A school’s CAS programme is evaluated as part of the school’s regular Demonstrate engage- Students are able to identify and demon-
programme evaluation and self-study process that assesses the overall ment with issues of strate their understanding of global issues,
implementation of the DP. global significance. make responsible decisions and take
appropriate action in response to the issue
either locally, nationally or internationally.
III. Learning outcomes Recognize and consider Students show awareness of the conse-
Completion of CAS is based on student achievement of the seven CAS the ethics of choices quences of choices and actions in plan-
learning outcomes. Through their CAS portfolio, students provide the and actions. ning and carrying out CAS experiences.
school with evidence demonstrating achievement of each learning
outcome. Some learning outcomes may be achieved many times, while
others may be achieved less frequently. In their CAS portfolio, students IV. Sample projects
provide the school with evidence of having achieved each learning out- t
Creativity: A student group plans, designs and creates a mural.
come at least once through their CAS programme. t
Activity: Students organize and participate in a sports team
including training sessions and matches against other teams.
t
Service: Students set up and conduct tutoring for people in need.
Learning outcome Descriptor t
Service and activity: Students plan and participate in the plant-
ing and maintenance of a garden with members of the local
Identify own strengths Students are able to see themselves as
community.
and develop areas for individuals with various abilities and skills,
t
Creativity, activity and service: Students rehearse and perform a
growth. of which some are more developed than
dance production for a community retirement home.
others.
Demonstrate that A new challenge may be an unfamiliar
challenges have been experience or an extension of an existing
undertaken, develop- one. The newly acquired or developed
ing new skills in the skills may be shown through new experi-
process. ences or through increased expertise in an
established area.
Demonstrate how to Students can articulate the stages from
initiate and plan a CAS conceiving an idea to executing a plan for
experience. individual or collaborative CAS experienc-
es. Students may show their knowledge
and awareness by building on a previous
experience or by launching a new idea or
process.
Show commitment to, Students demonstrate regular involve-
and perseverance in, ment and active engagement in CAS.
CAS experiences.

About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internation-
ally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better,
more peaceful world.

For further information on the IB Diploma Programme, visit: [Link]/en/programmes/diploma-programme/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: [Link]

For more on how the DP prepares students for success at university, visit: [Link]/en/university-admission or email: recognition@[Link].
 GEMS Modern Academy
P.O. Box 53663
Dubai, United Arab Emirates
Tel: +971 4 326 3999
Fax: +971 4 326 3402
info_mhs@[Link]
[Link]

@GMA_IBDP