The American School

of Yaounde

DP Orientation Booklet
The International Baccalaureate Diploma Program (IB DP)
First offered in 1968, the International Baccalaureate Diploma Program (IB DP)
is a rigorous, and widely-recognized curriculum designed for university-bound
high school students.

Designed as a comprehensive two-year curriculum

that allows its graduates to fulfill requirements of
various national education systems, including US
high school diploma requirements.

The IBDP is accepted worldwide as a superior

secondary school qualification, giving students
access to college and university study throughout
the world. In the United States, the IBDP is valued
as an honors program that leads to advanced
standing and college credit at the finest universities.

The IBDP is not granted after an accumulation of credits. It is granted following

assessment of individual student performance by external examiners. This
evaluation is based primarily on examinations taken in all subjects at the
conclusion of the final year of study, and includes some internal assessment, for
example, oral examinations, science laboratory investigation reports and
portfolios of artwork.

To earn a full IB Diploma, students in grades 11 and 12 must take six subjects,
one from each of the groups below over the course of those two years. Three
subjects are taken at higher level (240 recommended teaching hours), while the
remaining are taken at standard level (150 recommended teaching hours). In
addition, students attempting to earn the full IB diploma will take a Theory of
Knowledge course, complete the Creativity, Action and Service (CAS)
requirement, and submit an Extended Essay.
Those students who do not wish to complete a full IB diploma, may opt
instead to take single subject certificates by sitting for exams in those subjects
in May of their grade 12 year.

* Subject briefs for all IB subjects at SL and/or HL can be found at

https://www.ibo.org/university-admission/ib-recognition-resources-and-document-
library/#dp_briefs
The following table shows the four year course of study. The last column
indicates the IB DP course offerings.
Academic
Grade 9 Grade 10 Grade 11 and 12
Department
English
English 9 IB English Language and Literature SL
Language and (*Language 9)
World Literature
or HL
Literature
Mathematics
Analysis Sl or HL
Math 9 Math 10
Applications SL or HL
Mathematics
(Placement in mathematics courses is based on student’s level and grade in the
prerequisite course.)
Physics SL or HL
Sciences Science 9 Science 10 Biology SL or HL
Chemistry SL or HL
MYP 5 I&S - Psychology SL and HL
Individuals and
MYP 4 I&S overview of DP Economics SL and HL
Societies topics History SL and HL
French A Language and Literature SL
or HL
French French
French B Language SL or HL
Language French Lit French Lit
French Ab Initio SL
Acquisition Spanish Ab Initio SL
(placement in language acquisition courses is based on a student’s level and grade in
the prerequisite course)
Visual Art/Music
Visual Art/Music and
Arts and
Design
Visual Art HL or SL
Design
Physical and
P.E./Health 9 P.E./Health 10 --
Health Education
Theory of Knowledge
IB “Core” -- -
(plus Extended Essay and CAS)
*course offerings may change based on enrollment

* Subject briefs for all IB subjects at SL and/or HL can be found at

https://www.ibo.org/university-admission/ib-recognition-resources-and-document-
library/#dp_briefs
Course Descriptions*
English Language and Literature SL/HL
The language A: language and literature course introduces the critical study and interpretation of
written and spoken texts from a wide range of literary forms and non literary text-types. The formal
analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to
contexts of production and consumption. This course is available for study in 17 languages.
The course is organized into three areas of exploration and seven central concepts, and focuses on
the study of both literary or non-literary texts. Together, the three areas of exploration of the course
allow the student to explore the language A in question through its cultural development and use, its
media forms and functions, and its literature. Students develop skills of literary and textual analysis,
and also the ability to present their ideas effectively. A key aim is the development of critical literacy.

Mathematics Analysis and Approaches

The IB DP Mathematics: analysis and approaches course recognizes the need for analytical expertise
in a world where innovation is increasingly dependent on a deep understanding of mathematics. The
focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous
way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical
knowledge to solve abstract problems as well as those set in a variety of meaningful contexts.
Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate
and justify correct mathematical arguments. Students should expect to develop insight into
mathematical form and structure, and should be intellectually equipped to appreciate the links between
concepts in different topic areas. Students are also encouraged to develop the skills needed to continue
their mathematical growth in other learning environments. The internally assessed exploration allows
students to develop independence in mathematical learning. Throughout the course students are
encouraged to take a considered approach to various mathematical activities and to explore different
mathematical ideas.

Mathematics Applications and Interpretation

The IB DP Mathematics: applications and interpretation course recognizes the increasing role that
mathematics and technology play in a diverse range of fields in a data-rich world. As such, it
emphasizes the meaning of mathematics in context by focusing on topics that are often used as
applications or in mathematical modelling. To give this understanding a firm base, this course includes
topics that are traditionally part of a pre-university mathematics course such as calculus and statistics.
Students are encouraged to solve real-world problems, construct and communicate this
mathematically and interpret the conclusions or generalizations.

Students should expect to develop strong technology skills, and will be intellectually equipped to
appreciate the links between the theoretical and the practical concepts in mathematics. All external
assessments involve the use of technology. Students are also encouraged to develop the skills needed
* Subject briefs for all IB subjects at SL and/or HL can be found at
https://www.ibo.org/university-admission/ib-recognition-resources-and-document-
library/#dp_briefs
to continue their mathematical growth in other learning environments. The internally assessed
exploration allows students to develop independence in mathematical learning. Throughout the course
students are encouraged to take a considered approach to various mathematical activities and to
explore different mathematical ideas.

Physics
Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the
very smallest particles to the vast distances between galaxies. Despite the exciting and ex- traordinary
development of ideas throughout the history of physics, observations remain essential to the very core of the
subject. Models are developed to try to understand observations, and these themselves can become theories
that attempt to explain the observations.

Besides helping us better understand the natural world, physics gives us the ability to alter our environments.
This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social,
economic and environmental implications of the work of physicists.

By studying physics students should become aware of how scientists work and communicate with each other.
While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach
through experimental work that characterizes the subject. Teachers provide students with opportunities to
develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate
their findings.

Chemistry
The IB Diploma Programme chemistry standard level course combines academic study with the
acquisition of practical and investigational skills through the experimental approach. Students learn
the chemical principles that underpin both the physical environment and biological systems through
the study of quantitative chemistry, periodicity, kinetics and other subjects. The chemistry course
covers the essential principles of the subject and, through selection of options, allows teachers some
flexibility to tailor the course to meet the needs of their students.

Components in Chemistry include units on acids and bases, atomic structure, periodicity, chemical
bonding and structure, and chemical kinetics, among others.

Biology
Biology is the study of life. The vast diversity of species makes biology both an endless source of
fascination and a considerable challenge. Biologists attempt to understand the living world at all levels
from the micro to the macro using many different approaches and techniques. Biology is still a young
science and great progress is expected in the 21st century. This progress is important at a time of
growing pressure on the human population and the environment.

By studying biology in the DP students should become aware of how scientists work and communicate
with each other. While the scientific method may take on a wide variety of forms, it is the emphasis
* Subject briefs for all IB subjects at SL and/or HL can be found at
https://www.ibo.org/university-admission/ib-recognition-resources-and-document-
library/#dp_briefs
on a practical approach through experimental work that characterizes the sciences. Teachers provide
students with opportunities to design investigations, collect data, develop manipulative skills, analyse
results, collaborate with peers and evaluate and communicate findings.

French Language and Literature A

The French language A: language and literature course aims at studying the complex and dynamic
nature of language and exploring both its practical and aesthetic dimensions. The course will explore
the crucial role language plays in communication, reflecting experience and shaping the world, and the
roles of individuals themselves as producers of language. Throughout the course, students will explore
the various ways in which language choices, text types, literary forms and contextual elements all affect
meaning.

Through close analysis of various text types and literary forms, students will consider their own
interpretations, as well as the critical perspectives of others, to explore how such positions are shaped
by cultural belief systems and to negotiate meanings for texts.

The aims of studies in language and literature courses are to enable students to engage with a range of
texts, in a variety of media and forms, from different periods, styles and cultures as well as develop
skills in listening, speaking, reading, writing, viewing, presenting and performing. In addition, students
will develop skills in interpretation, analysis and evaluation and develop sensitivity to the formal and
aesthetic qualities of French texts and an appreciation of how they contribute to diverse responses
and open up multiple meanings with responses in French.

French Language B
Language B is a language acquisition course designed for students with some previous experience of
the target language. Students further develop their ability to communicate through the study of
language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity,
social organization and sharing the planet. Both language B SL and HL students learn to communicate
in the target language in familiar and unfamiliar contexts. The distinction between language B SL and
HL can be seen in the level of competency the student is expected to develop in receptive, productive
and interactive skills.

At HL the study of two literary works originally written in the target language is required and students
are expected to extend the range and complexity of the language they use and understand in order to
communicate. Students continue to develop their knowledge of vocabulary and grammar, as well as
their conceptual understanding of how language works, in order to construct, analyse and evaluate
arguments on a variety of topics relating to course content and the target language culture(s).

French Language Ab Initio or Spanish Language Ab Initio

Language acquisition consists of two modern language courses— language ab initio and language B—
designed to provide students with the necessary skills and intercultural understanding to enable them
to communicate successfully in an environment where the language studied is spoken. Offered at SL
only, language ab initio is a language acquisition course designed for students with no previous

* Subject briefs for all IB subjects at SL and/or HL can be found at

https://www.ibo.org/university-admission/ib-recognition-resources-and-document-
library/#dp_briefs
experience in—or very little exposure to—the target language. Language ab initio students develop
their receptive, productive and interactive skills while learning to communicate in the target language
in familiar and unfamiliar contexts. Students develop the ability to communicate through the study of
language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity,
social organization and sharing the planet. While the themes are common to both language ab initio
and language B, the language ab initio syllabus additionally prescribes four topics for each of the five
themes, for a total of 20 topics that must be addressed over the two-year course.

History
The DP history course is a world history course based on a comparative and multi-perspective
approach to history. It involves the study of a variety of types of history, including political, economic,
social and cultural, and provides a balance of structure and flexibility. The course emphasizes the
importance of encouraging students to think historically and to develop historical skills as well as
gaining factual knowledge. It puts a premium on developing the skills of critical think-ing, and on
developing an understanding of multiple interpre- tations of history. In this way, the course involves
a challenging and demanding critical exploration of the past. Teachers explicitly teach thinking and
research skills such as comprehension, text analysis, transfer, and use of primary sources.

There are six key concepts that have particular prominence throughout the DP history course: change,
continuity, causation, consequence, significance and perspectives.

The HL History course offers additional research and exploration of African history, culture, and
society.

Psychology
At the core of the DP psychology course is an introduction to three different approaches to
understanding behaviour: the biological, cognitive and sociocultural approaches. Students study and
critically evaluate the knowledge, concepts, theories and research that have developed the
understanding in these fields. The interaction of these approaches to studying psychology forms the
basis of a holistic and integrated approach to understanding mental processes and behaviour as a
complex, dynamic phenomenon, allowing students to appreciate the diversity as well as the
commonality between their own behaviour and that of others.

The contribution and the interaction of the three approaches is understood through the four options
in the course, focusing on areas of applied psychology: abnormal psychology, developmental
psychology, health psychology, and the psychology of relationships. The options provide an
opportunity to take what is learned from the study of the approaches to psychology and apply it to
specific lines of inquiry.

Psychologists employ a range of research methods, both qualitative and quantitative, to test their
observations and hypotheses. DP psychology promotes an understanding of the various approaches
to research and how they are used to critically reflect on the evidence as well as assist in the design,
implementation, analysis and evaluation of the students’ own investigations. Surrounding the
approaches and the options are the overarching themes of research and ethics. A consideration of
both is paramount to the nature of the subject.
* Subject briefs for all IB subjects at SL and/or HL can be found at
https://www.ibo.org/university-admission/ib-recognition-resources-and-document-
library/#dp_briefs
Economics
Economics is an exciting, dynamic subject that allows students to develop an understanding of the
complexities and interdependence of economic activities in a rapidly changing world. At the heart of
economic theory is the problem of scarcity. Owing to scarcity, choices have to be made. The
economics course, at both SL and HL, uses economic theories, models and key concepts to examine
the ways in which these choices are made: at the level of producers and consumers in individual
markets (microeconomics); at the level of the government and the national economy
(macroeconomics); and at an international level, where countries are becoming increasingly
interdependent (the global economy). The DP economics course allows students to explore these
models, theories and key concepts, and apply them, using empirical data, through the examination of
six real-world issues. Through their own inquiry, students will be able to appreciate both the values
and limitations of economic models in explaining real-world economic behaviour and outcomes. By
focusing on the six real-world issues through the nine key concepts (scarcity, choice, efficiency, equity,
economic well-being, sustainability, change, interdependence and intervention), students of the
economics course will develop the knowledge, skills, values and attitudes that will encourage them to
act responsibly as global citizens.

Visual Arts
The IB Diploma Programme visual arts course encourages students to challenge their own creative
and cultural expectations and boundaries. It is a thought-provoking course in which students develop
analytical skills in problem-solving and divergent thinking, while working towards technical
proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from
different perspectives and in different contexts, students are expected to engage in, experiment with
and critically reflect upon a wide range of contemporary practices and media. The course is designed
for students who want to go on to study visual arts in higher education as well as for those who are
seeking lifelong enrichment through visual arts.

The Core and How It Works

The IB Core consists of three elements. The first is your Theory of Knowledge (TOK) course which
you will take in Semester 2 of your DP 1 year and Semester 1 of your DP 2 year. TOK deals with
different ways of knowing, how you know what you know, how learning is shaped by belief and
knowledge, and more. It is a course which asks you to examine your own learning and knowledge nad
challenges you to consider the hows and whys of knowing. There are two essential elements in TOK
- the Exhibition in the first semester of the course and the TOK essay in the second semester. These
are submitted for external evaluation by IB examiners to determine your assessment level.

The second element is the Extended Essay (EE). This is a research essay in a subject area that you are
taking a course in, which involves a research question that you can reach a conclusion about. It is
essential that you choose a subject and topic you are genuinely interested in learning more about
because that will allow you to produce a quality EE. You will begin your EE journey in semester two
of your DP 1 year and it will be due in Semester 1 of your DP 2 year so you can then focus on your
other DP tasks within your classes.

* Subject briefs for all IB subjects at SL and/or HL can be found at

https://www.ibo.org/university-admission/ib-recognition-resources-and-document-
library/#dp_briefs
The final element is Creativity, Activity, Service (CAS). This is where student agency in these three
areas is key. Working with the CAS Coordinator, you will outline, carry out, document, and reflect on,
a range of actions involving creativity, activity, and service. There is a project requirement which is an
extended action with a specific goal that requires greater forethought, planning, and execution.

What does this mean to you as DP students?

All three of these are collectively known as “The Core”. Together, they extend learning and thinking
in deep ways which allow you to grow and gain new skills, knowledge, and insights. Failure in the core
results in the DP Diploma means that you will not be awarded your Diploma and will receive
certificates only for those classes you were successful in.

See the matrix below to understand how the Core elements interrelate and the levels you need to work
to in order to obtain maximum points. These points are added to your DP score and can push you up
significantly if you do well.

* Subject briefs for all IB subjects at SL and/or HL can be found at

https://www.ibo.org/university-admission/ib-recognition-resources-and-document-
library/#dp_briefs