SUBJECT

INFORMATION
2024 - 2026
WELCOME
 SUBJECT CHOICES 2024-2026

Dear Student,

UWC Atlantic is a deliberately diverse, mission-driven international college with a

strong commitment to the educational principles of Kurt Hahn, its founder. We
maintain a passionate belief in the importance of education as a force for good in the
world - to unite people, nations and cultures for peace and a sustainable future.

Since 1962 UWC Atlantic has entrusted students with authentic responsibility and
guided them to make appropriate choices and to learn from their mistakes. It is
through this trust, responsibility and accountability that students learn that they can
make a difference.

In its early years, UWC Atlantic co-founded the International Baccalaureate Diploma
Programme, offered today at all UWCs and thousands of schools worldwide.

For the first time in decades, a group of students amongst our cohort who entered the
College in 2023-2024 have had an opportunity to pioneer a new version of the IB
Diploma through a partnership between the College and the International
Baccalaureate to transform education globally.

For students entering the College this year, there is an opportunity for even more
students to join the second cohort of our new Systems Transformation Pathway.

Naheed Bardai
Principal
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The IB Diploma Programme

UWC Atlantic, like all the United World Colleges, offers the International Baccalaureate Diploma Programme (IBDP). The
IB Diploma is a deliberate synthesis of the specialisation required in some national systems and the breadth provided in
others.

In 2023-2024, UWC Atlantic became the first school in the world to offer a new pathway within the IBDP: the Systems
Transformation Pathway. The Systems Transformation Pathway supports our ambition that a UWC Atlantic education
develops “bridge builders and compassionate leaders, empowering them to go beyond treating symptoms to understand
root causes and initiate transformative solutions to human and environmental crises.” This pioneering and distinctive new
IBDP pathway has been developed out of a parternship between UWC Atlantic and the International Baccalaureate.

Both pathways below lead to students receiving the full IB Diploma, subject to meeting the graduation requirements.

Two Academic Pathways in the IB Diploma

CURRENT IB DIPLOMA PROGRAMME SYSTEMS TRANSFORMATION PATHWAY

Students completing the full IBDP are required to study Taking the place of two Standard Level subjects in the
six subjects across different academic areas. IBDP is a bespoke course specially designed at UWC
Atlantic to equip graduates to take on some of the
The six academic areas are: greatest global challenges on a climate-changed planet:
transforming the food system; advancing a just energy
Group 1: Studies in Language and Literature transition; reversing biodiversity loss and restoring
Group 2: Language Acquisition ecosystems; and responding to migration and
Group 3: Individuals and Societies displacement at an unprecedented scale.
Group 4: Experimental Sciences
Group 5: Mathematics Students pursuing the Systems Transformation
Group 6: The Arts Pathway must choose three IBDP subjects at Higher
Level and one subject at Standard Level. The Systems
Students must choose one subject from Groups 1-5. Transformation Pathway course is worth two Standard
They must then select either one subject from Group 6 Level subjects.
or choose a second subject from Groups 1 to 5.
To ensure breadth in their studies, students are
Students must choose three subjects at Higher Level required to take at least one subject from Groups 1 and
and three subjects at Standard Level. 2 and at least one subject from Groups 4 and 5.

Note: Environmental Systems and Societies is an Students can take up to two courses from each
interdisciplinary course that can be chosen as a Group 3 academic area (Groups 1-6), but no more than two
or a Group 4 subject. subjects combined from Groups 1 and 2. Beyond this
there are no restrictions on their subject choices.
Find out more about the IB Diploma at www.ibo.org
Find out more about the new Systems Transformation
Pathway at
https://www.uwcatlantic.org/learning/academic/syste
ms-transformation-pathway
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Subject Choices 2024-2026

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

Systems Studies in Language Individuals Experimental Mathematics The Arts

Transformation Language and Acquisition and Societies Sciences
Pathway Literature

Higher 3 Higher Level English English B Economics Biology Analysis and Music
Level subjects Language and Approaches
Literature French B Environmental Chemistry Visual Arts
Systems and Applications
Spanish Spanish B Societies
Environmental and
Language and
Literature Geography Systems and Interpretation
Societies
Global Politics
Physics
History

Social and
Cultural
Anthropology

Standard Systems English English B Economics Biology Analysis and Music

Level Transformation Language and Approaches
Pathway Literature French B Environmental Chemistry Visual Arts
Systems and Applications
1 Standard Level Spanish Spanish B Societies Environmental and
subject Language and Systems and Interpretation
Please note:

Literature French ab Geography Societies

initio
School Global Politics Physics
Supported Spanish ab
Self-Taught initio Social and
Language Cultural
Anthropology
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Choosing a Pathway and Subjects

The IB Diploma Programme and the Systems Transformation Pathway

Step 1 Step 2 Step 3 Step 4 Step 5

Subject choice Adaptive and

form completed, Applications due diagnostic testing
Programme including a second for the first stage
of townhalls set of subjects for of selections for Final stage of Timetable finalised
including subject those applying to the Systems selections for the with tutor
choice information the Systems Transformation Systems
Transformation Pathway Transformation
Pathway Pathway

4 June and 11 June 2 July 9 July During Orientation During Orientation

To support you with choosing the right pathway and set of subjects in the IBDP:

Step 1: We offer a series of townhall meetings for students and families in the incoming class, including one specifically on
subject choices, including the new Systems Transformation Pathway.

Step 2: Along with various enrolment forms, you will receive one especially to make your subject choices. To help you
complete this form you can refer to the information in this booklet and review the video recordings of the townhall meetings.
The application process and form for the second cohort of the Systems Transformation Pathway will open at the same time.
Students applying to the Pathway will be asked to submit two sets of subject choices: a set of 4 subjects they would take
alongside the Pathway, and in case they are not selected, a set 6 subjects in the current IB Diploma Programme.

Step 3: In the orientation process, all first year students will take an adaptive cognitive assessment, a diagnostic test in Maths
and complete an English writing exercise. This is to give us an indication of your advised level in your subject selections.
Students shortlisted for the final stage of the selection process for the Systems Transformation Pathway will participate in a
collaborative selection task during the orientation process.

Step 4: Your timetable will be finalised with your tutor after the diagnostic results have been completed.

Enrolment in the Systems Transformation Pathway is subject to a selection process and the cohort will be finalised prior to
the first day of classes.

All other IB subjects are offered subject to availability, timetabling constraints and student numbers. In case a subject is
oversubscribed, random selection might be applied to decide who can take the subject. Affected students will be notified in
advance if this is likely to happen, allowing them to have an alternative plan. Please note that we require a minimum uptake
of 6 students to offer any of the subjects. We reserve the right to make the decision not to offer a subject at short notice at
the beginning of term.

Here is a link to the IB subject guide.

Systems Transformation Pathway
Leadership for Just Futures

Our new Systems Transformation Pathway is designed to give UWC graduates the education they need to meet the
challenges of living and thriving in a climate-changed world. Designed for this purpose at UWC Atlantic, in
collaboration with young people and the International Baccalaureate, this pathway prepares students to grapple with
some of the most complex global challenges confronting us: how to feed 8 billion people on a warming planet, how to
restore and protect the biodiversity of ecosystems, how to transition away from polluting energy sources quickly and
equitably, how to respond to mass displacements and migrations as a result of conflict, climate change and disasters.

Recognising that the political spaces where these challenges could be solved are increasingly polarised, and our
timeline for turning things around is tightening, students will practise becoming competent at deep collaboration
across differences and disciplines. The complexity of these challenges can appear overwhelming, so in this pathway it
is essential that students interrogate and understand the interconnected root causes of the injustices and complex
crises, ecological, social, political and economic that they see unfolding in the world simultaneously.

This pathway is fundamentally action-oriented; it replaces written exams and classroom-based learning with relevant,
ambitious, necessary work in complex and authentic real-world contexts. This curriculum equips students to go
beyond treating symptoms to advance transformative change at a systems level. To be effective at this, students will
benefit from understanding and apprenticing themselves to systems in a specific impact area - food, biodiversity,
energy, or migration. Within these areas they will practise taking good action alongside peers from an incredibly
diverse UWC cohort, experts and leaders amongst our influential alumni community and partner organisations, and
communities leading change on the ground.
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Systems Transformation Pathway

Leadership for Just Futures
In this course students will:

Focus on understanding and addressing the fundamentally linked root causes of socioecological crises;
Deconstruct and intervene into the powerful narratives that shape attitudes and behaviours;
Collaborate across differences and disciplines to understand global forces and local complexities;
Practise unsettling unjust status quos and taking good action to effect lasting and meaningful change where needed.

The course is made of the following components:

The course is organised in this way over the two years:

For further details on the programme, curriculum and assessment, please visit the course microsite:
https://sites.google.com/uwcatlantic.org/transformingsystems
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IB Diploma Programme Core

All students must complete the IB Diploma Programme Core.

The three elements of the core are:

Theory of Knowledge (TOK): A course in which students reflect on the nature of knowledge and on how we claim to
know what we know,
The Extended Essay (EE): An independent, self-directed piece of research, finishing with a 4,000-word paper,
Creativity, Activity and Service (CAS): Students participate in creative, active and service activities each week in
addition to a yearly Project Week.

Theory of Knowledge and the Extended Essay are worth up to 3 bonus IBDP points.

At UWC Atlantic, students are expected to go beyond the IB requirements of CAS and engage fully with the co-curricular
programme, to develop leadership and collaboration skills, and participate in meaningful service activities throughout the
college and UWC Atlantic community.

Here is a link to the IB core guide.

Subject Choices
 SUBJECT CHOICES 2024-2026

Group 1: Studies in Language and Literature

English Language and Literature (English A)

At what level is this

Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

The English 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. Across the various English classes a wide range of genres are
covered with writers including Shakespeare, Akala, Chinua Achebe, Seamus Heaney, William Blake, Carol Ann Duffy, Oscar
Wilde, Lilian Lee and Jane Austen. An equal number of non-literary texts balance out the course. 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.
Independent reading is an essential part of this course.

Assessment is ongoing with the IB oral exams at the end of the first year. Year 2 focus is on the final exams and the Higher
Level Essay.

What can I expect to learn about in this course (main aims, objectives and content)?

A range of literary and non-literary texts are studied. Different genres, places and time periods are covered as well as works in
translation.

How will this course be assessed (coursework and examination requirements)?

Higher Level and Standard Level students cover the same core content. The oral exam at the end of Year 1 is the same for HL
and SL. Recordings of these are sent to the IB for assessing. The main difference between HL and SL is HL students study
additional texts and have additional coursework requirements. HL students write a 1500-word Essay which they submit in
Term 4.

There are two externally assessed exams at the end of Year 2. Paper 1 is the analysis of previously unseen texts, Paper 2 is an
essay based on works studied in the second year of the course. At Higher Level, the exams are worth 60% of the final grade,
with 20% for coursework and 20% for oral exams. For Standard Level students, the final exams are worth 70% of their final
grade with oral exams worth 30%.

What kind of students are suited to this course?

Previous experience of the study of literature is desirable for this course although depending on a student’s educational
background it is not essential.

Students who are bilingual may choose to study two languages in Group 1 and omit Group 2.

What university courses or career pathways might follow on from this course?

Journalism
Media
Law
Education
Politics
Linguistics

Here is a link to the Language A Language and Literature Subject Brief

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Spanish Language and Literature (Spanish A)

At what level is this
Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

The Spanish 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. Independent reading is an
essential part of this course.

What can I expect to learn about in this course (main aims, objectives and content)?

A range of literary and non-literary texts are studied. Different genres, places and time periods are covered as well as works in
translation.

How will this course be assessed (coursework and examination requirements)?

Higher Level and Standard Level students cover the same core content. The oral exam at the end of Year 1 is the same for HL
and SL. Recordings of these are sent to the IB for assessing. The main difference between HL and SL is HL students study
additional texts and have additional coursework requirements. HL students write a 1500-word Essay which they submit in
Term 4.

There are two externally assessed exams at the end of Year 2. Paper 1 is the analysis of previously unseen texts, Paper 2 is an
essay based on works studied in the second year of the course. At Higher Level, the exams are worth 60% of the final grade,
with 20% for coursework and 20% for oral exams. For Standard Level students, the final exams are worth 70% of their final
grade with oral exams worth 30%.

What kind of students are suited to this course?

Previous experience of the study of literature is desirable for this course although depending on a student’s educational
background it is not essential.

Students who are bilingual may choose to study two languages in Group 1 and omit Group 2.

What university courses or career pathways might follow on from this course?

Translation
Journalism
Media
Law
Education
Politics
Linguistics

Here is a link to the Language A Language and Literature Subject Brief

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School Supported Self-Taught Languages (Language A)

At what level is this
Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

The Self-Taught Language A: Literature course introduces students to the analysis of literary texts. It is the course through
which the IB’s policy of mother-tongue entitlement is delivered. The course is automatically available in 57 languages. By
special request, the course may be studied in any language with a sufficiently developed written literature.

As a Self-Taught class students will not be in classes for the full two years. Their study time is made up of taught lessons with
a teacher (in English) and structured self-taught sessions where they are expected to work independently in their own
language.

Term 1: Taught lessons in which literature in translation is read. These classes are conducted in English.
Term 2: Structured self-taught sessions. The first half of the term is self-study. Students are expected to work
independently in their own language. The second half of the term is taught lessons.
Term 3: Student responsibility for self-taught sessions.
Term 4: Taught lessons in preparation for exams.

What can I expect to learn about in this course (main aims, objectives and content)?

Self-Taught classes are conducted in English. Transferable skills are learned, which students can then apply to texts written in
their own language.

How will this course be assessed (coursework and examination requirements)?

Individual Oral in Term 4 (in the student's own language, 30%).

Final written exams: Paper 1 and Paper 2 (in the student's own language, 70%).

Please note – the internal progress grade for Term 3 is the same as Term 2 as students will be studying independently.

What kind of students are suited to this course?

All students have to study an 'A' language: their mother tongue or best language. For languages not taught at the College,
students may opt to study their mother tongue as a Self-Taught Language at Standard Level.

What university courses or career pathways might follow on from this course?

Note: Some countries require students to study their own Group 1 language for their IB diploma and for access to higher
education institutions. Please check the IB Diploma recognition requirements of your country.

Translation
Journalism
Media
Law
Education
Politics
Linguistics
 SUBJECT CHOICES 2024-2026

Group 2: Language Acquisition

Language B: French, Spanish and English

At what level is this

Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

The course is structured around five themes: Identity; Experiences; Sharing the Planet; Human Ingenuity; Social Organisation. Students
explore a range of written text types as well as audio and audiovisual texts. At Higher Level, students study two literary works, which are an
important element of the Higher Level oral exam.

What can I expect to learn about in this course (main aims, objectives and content)?

Working with these broad themes, students will develop productive, receptive and interactive skills which can be applied to a range of
everyday situations. Students will also develop an awareness of the target language and the relevant cultures Through studying a range of
different text types, both spoken and written, students learn and expand their vocabulary, extend their grammatical variation, whilst aiming
to control accuracy. Students also learn to adjust the style and register of the language according to text type and context. Developing
spoken fluency is another important skill.

How will this course be assessed (coursework and examination requirements)?

The Internal Assessment is an oral exam which assesses the students’ interactive skills. At Higher Level, it is based on an extract from
one of the literary works as well as the themes studied in the course. At Standard Level, it is based on an image related to one of the five
themes, as well as other themes studied in the course. 25% of the total mark is based on the individual oral exam which takes place in
the final term.
The Paper 1 final exam assesses writing skills. Students are required to respond to a question using different text types, which will have
been studied and practised during the course. (25%).
The Paper 2 final exam assesses receptive skills, reading and listening. The reading paper requires students to read texts and answer
different types of question which will be studied and practised throughout the course. The listening exam involves three audio clips,
with questions testing the students’ receptive/listening skills. These two parts combined are worth 50% of the overall grade.

What kind of students are suited to this course?

The course is aimed at students who have previous knowledge of the language, who want to develop their language skills further. The
Language B course should also provide students with an appropriate level of challenge. Please note: if you are bilingual or fluent in a
language, you are not eligible to study it in Group 2 and should choose to study this as a second Group 1 (Language A) subject and
achieve the IB Bilingual Diploma or choose a different Group 2 language.

The skills which are developed in the Higher Level and Standard Level course are the same, as are the themes studied, but Higher Level
students have more teaching hours and are likely to develop their skills further and they will also study literary works as a requirement
of the course.
Students who have limited experience of English are encouraged to take English B Higher Level, as the additional teaching hours will
help to build up language skills, proficiency and confidence.

What university courses or career pathways might follow on from this course?

From B1 to C2 levels in the European Framework of relevant languages (DELF & DELE)
Translation
University courses with an international component

Here is a link to the IB Languages B Subject Brief

 SUBJECT CHOICES 2024-2026

Language Ab Initio: French and Spanish

At what level is this

Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

This course for beginners is structured around five themes: Identity; Experiences; Sharing the Planet; Human Ingenuity; Social
Organisation. The Ab Initio syllabus presents four topics for each of the five themes, for a total of twenty topics that must be
addressed in the Language Ab Initio course. For example, under the theme Experiences, students will explore four topics: Daily
Routine; Leisure; Holidays and Festivals; Celebrations. Students explore a range of written text types as well as audio and
audiovisual texts.

What can I expect to learn about in this course (main aims, objectives and content)?

Working with broad themes, students will develop productive, receptive and interactive skills which can be applied to a range
of everyday situations. Students will also develop an awareness of the target language and the relevant cultures.Over the
course, the students will build up their vocabulary and learn grammar in order to develop all their language skills, relating to
the topics and themes.

How will this course be assessed (coursework and examination requirements)?

The Internal Assessment is an oral exam, based on an image relating to one of the themes studied in the course. The
Internal Assessment is worth 25% of the overall grade.
The Paper 1 final exam assesses writing skills, where students have to complete two written tasks, each from a choice of
three. This paper is worth 25% of the overall grade.
The Paper 2 final exam assesses receptive skills, reading and listening and these two sections make up the remaining 50%
of the overall mark.

What kind of students are suited to this course?

Language Ab Initio is a language acquisition course for students with no previous experience in the language, or very limited
experience. If you have previously studied the language in school, you should choose to study Language B instead.

What university courses or career pathways might follow on from this course?

From A2 to B1 levels in the European Framework of relevant languages (DELF & DELE)
Translation

Here is a link to the IB Languages Ab Initio Subject Brief

 SUBJECT CHOICES 2024-2026

Group 3: Individuals and Societies

Economics

At what level is this

Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

The economics course is focused on inquiry-based teaching and learning, in which students are given the opportunity to
explore economic theories and global issues using real-world examples. The course follows the following units at HL/SL:

Unit 1: Introduction to Economics

What is Economics and how do Economists approach the world?
Unit 2: Microeconomics
How do individual markets work/behave through through the perspective of consumers, producers and the government.
Unit 3: Macroeconomics
Examines the way the economy works on a national level focusing on macroeconomic objects of Inflation,
Unemployment, Growth, and Equality.
Unit 4: Global Economics
Investigates how and why countries trade, global interdependence, human development and sustainability.

HL or SL?
HL students explore topics in greater depth and breadth compared to SL students. For example, HL students cover
additional topics in microeconomics and macroeconomics, such as theory of the firm and economic development.
Quantitative Techniques: HL students are required to have a stronger emphasis on quantitative methods and skills,
including more complex calculations, an additional exam and the use of economic models.

What can I expect to learn about in this course (main aims, objectives and content)?

Students will explore how economies work, fostering understanding across nations and cultures. Students learn about supply
and demand, helping to set fair prices and how choices can be made in markets and society.

Students will gain an understanding about core macroeconomic objectives around unemployment, inflation, economic growth
and the distribution of income and wealth in order to promote stability and global harmony. Exploring different types of
markets fosters fair competition, cultural awareness and our interconnected nature.

Students will also discover how governments can use policies to support people and build stronger communities. Through
learning about international trade and economic development, students gain insights into global interconnectedness,
promoting unity and sustainability for a brighter future.

How will this course be assessed (coursework and examination requirements)?

Paper 1: Essays.
Paper 2: Data response answering questions based on a news story and/study a selection of international/development
economic data.
Paper 3 (Higher Level only): Quantitative methods - short answer calculations based on the entire syllabus which explores
the mechanics of economics.
Internal assessment: A creative economic assessment based on an up-to-date news article selected by the student that is
externally moderated.
 SUBJECT CHOICES 2024-2026

What kind of students are suited to this course?

The economics course emphasises the development of: strong written, verbal, and diagrammatic communication skills; critical
and complex thinking and numeracy skills; and ethical considerations that will assist students in preparing for the future
global workplace.

If you are interested in how society allocates scarce resources to people with unlimited wants, or want to know how the world
works then Economics is the subject for you.

What university courses or career pathways might follow on from this course?

Completing an IB Economics course opens many doors for your future studies and career, as you will gain key skills of problem
solving, data analysis and communication.

Here are some university courses you might consider:

Economics
Business Administration
Marketing
Finance
Political Science
International Relations
Law
Environmental Studies
Data Science

Future career paths you might follow include, but are not limited to:
Economist
Financial Analyst
Business Consultant
Policy Advisor
Market Research Analyst
Accountant
Investment Banker
Journalist
Civil Service

Here is a link to the IB Economics HL Subject Brief

Here is a link to the IB Economics SL Subject Brief

 SUBJECT CHOICES 2024-2026

Geography
At what level is this
Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

Unit 1 Changing Population:

Population and economic development patterns, changing population and places and population challenges and
opportunities.
Unit 2 Global Climate and Vulnerability:
Causes of global climate change, consequences of global climate change and responding to climate change and building
resilience.
Unit 3 Global Resource Consumption and Security:
Global trends in consumption, impacts of changing trends – the Water-Food-Energy nexus and resource stewardship
possibilities.
Unit 4 Power Places and Networks:
Global interactions and global power, global networks and flows and human and physical influences on global
interactions.
Unit 5 Human Development and Diversity:
Development opportunities, changing identities and cultures and the power of places to resist or accept change.
Unit 6 Global Risks and Resilience:
Geopolitical and economic risks, environmental risks and local and global resilience.

What can I expect to learn about in this course (main aims, objectives and content)?

Geography is the study of places and systems and the interconnectivity between people and their environments. It is a
current, dynamic and relevant subject and sits perfectly with the UWC mission statement of education for a sustainable
future. Geography examines key global issues, such as poverty, sustainability and climate change. It considers examples and
detailed case studies at a variety of scales, from local to regional, national and international.

Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines. This
helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

How will this course be assessed (coursework and examination requirements)?

Paper 1 (35%): 3 questions for Higher Level and 2 questions for Standard Level. Each question includes data response,
short answers and 1 essay.
Paper 2 (25% Higher Level, 40% Standard Level): 3 data response/short answer questions based on Units 1, 2 and 3, an
infographic question and 1 essay.
Paper 3 (20% Higher Level only): 2 essays based on Units 4, 5 and 6.
Internal assessment (20% Higher Level, 25% Standard Level): an inquiry based approach, centred on a river field trip that
is externally moderated.

What kind of students are suited to this course?

The curriculum suits students who are curious, who have an interest in international relations and current affairs, who
question everything and who strive to find solutions to the many issues we are facing today. There is no requirement to have
studied geography but you should have a natural interest in the world around you.

What university courses or career pathways might follow on from this course?

Popular pathways with IB geography include international relations, NGOs, surveying, cartography, conservation,
sustainability, urban resilience, waste and water management, environmental planning, and tourism. Also government and
politics, research organisations, climate mitigation and adaption, media and law.

Here is a link to the IB Geography Subject Brief

 SUBJECT CHOICES 2024-2026

Global Politics
At what level is this
Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

Core Topics

Understanding Power and Global Politics:

Examines the roles of states, international organisations, and non-state actors in global affairs.
Focuses on power dynamics, sovereignty, and the study of international relations.

Thematic Studies

Rights and justice:

Explores the challenges of protecting and promoting human rights in a globalised world.
Examines the different types of rights and the impacts of globalisation on human rights.

Development and sustainability:

Examines the challenges of promoting sustainable development and reducing poverty.
Focuses on the environmental, social, and economic factors that contribute to sustainable development.

Peace and conflict:

Examines the causes and consequences of conflict and the challenges of building and sustaining peace.
Focuses on the role of international organisations, NGOs, and civil society in promoting peace and resolving conflict.

HL Extension: Global Political Challenges

Students conduct independent research on case studies that connect to the following HL topic areas:
Borders
Environment
Equality
Health
Identity
Poverty
Security
Technology

What can I expect to learn about in this course (main aims, objectives and content)?

Throughout the course issues such as human rights, development and conflict are explored through an explicitly political lens;
politics provides a uniquely rich context in which to explore how people and power interact. A key aim of the course is to
actively engage with global political issues, therefore the coursework element involves producing a report on a political issue
that the students have engaged themselves in.
 SUBJECT CHOICES 2024-2026

How will this course be assessed (coursework and examination requirements)?

Paper 1 (SL and HL): Source-based paper that addresses the core topics and source analysis skills in an integrated way. Sources
may include text, images, diagrams and infographics.

Paper 2 (SL and HL): Essay response paper based on prescribed content from the thematic studies. Students answer two
questions: one focused on a particular thematic study, and one integrating question that draws links across the thematic
studies as well as the core topics.

Paper 3 (HL only): Stimulus-based paper based on the HL extension on global political challenges. The questions relate to a
particular item or topic presented through the stimulus; students support their responses with evidence from their previously
researched case studies.

Engagement Project (Internal Assessment): Students select a political issue and explore it through research and engagement
with diverse stakeholders. The experiential learning process includes exploration, planning, research, engagement activities,
analysis and reflection. The final outcome is a written report. Additionally, HL students conduct further research to inform
and formulate a recommendation for addressing the identified political issue.

What kind of students are suited to this course?

Global politics is a course for students who want to understand more about how the world they live in works, what makes it
change, or what prevents it from changing. The course draws on a variety of disciplinary traditions in the study of politics and
international relations, and more broadly in the social sciences and humanities. Students build their knowledge and
understanding by critically engaging with contemporary political issues and challenges that interest them.

What university courses or career pathways might follow on from this course?

Students who study Global Politics have gone on to study the following subjects at university, among others:
international relations
political science
development and sustainability
law
diplomacy and international affairs
nonprofit management
public policy
journalism

Here is a link to the IB Global Politics Subject Brief.

 SUBJECT CHOICES 2024-2026

History
At what level is this
Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

The History course at UWC Atlantic comes with two options - a focus on Europe or on Africa and the Middle East. Both
courses engage with common themes. The main difference is in the case studies we examine.

History of Europe:
The Move to Global War - Japan, Italy and Germany and the outbreak of World War II.
European diplomacy up to World War 1 and in the interwar period.
The Chinese Civil War and the rise of Mao.
Late imperial Russia, the Bolshevik Revolution and the rise of Stalin.

History of Africa and the Middle East:

Conflict and Intervention - the Rwandan Genocide and the war in Kosovo.
The Arab-Israeli conflict.
The rise of Nasser and modern Egypt.
The rise of Mohammad Reza Pahlavi and modern Iran.

What can I expect to learn about in this course (main aims, objectives and content)?

“Those who don't know history are doomed to repeat it.” History is not only the study of the past but an active engagement
with the interconnections between events, historical actors and their environments. The IB History course is a rigorous
intellectual discipline, focused around key concepts such as change and continuity, causation and consequence. It provides
students with an opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history fosters a
sense of inquiry and develops an understanding of the past, which leads to a deeper understanding of the nature of humans
and of the world today.

How will this course be assessed (coursework and examination requirements)?

Paper 1: Source analysis on a subject we have studied in class.

Paper 2: An essay paper on larger themes such as wars in the 20th century or authoritarian leaders.
Paper 3: An essay paper on one region (Europe or Africa/the Middle East) with more specific questions.
Internal assessment: A historical investigation (research paper) on a topic of your choice.

What kind of students are suited to this course?

Students who like to read. Students who like to write. But most importantly, students who are not afraid to ask questions and
challenge their own beliefs. You don’t need any prior historical knowledge or skills - we will help you develop these.

What university courses or career pathways might follow on from this course?

Students who take history go on to study an infinite number of courses including History, Law, Accountancy, International
Relations, Politics, Education, Economics, Philosophy and Economics to Law and even Medicine. History is a very strong
subject for university admission because it develops key skills such as argumentation, critical thinking and analysis, and
research and is a subject that demonstrates an ability to understand complexity, write at length and analyse.

Here is a link to the IB History Subject Brief

 SUBJECT CHOICES 2024-2026

Social and Cultural Anthropology

At what level is this
Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

At the start of the course, students learn:

Key concepts anthropologists use to study and compare different cultures and societies.
Methods and theories anthropologists employ to carry out their research and analyse social and cultural phenomena.
Ethical issues anthropologists negotiate in their research.

Using ethnographies and films produced by anthropologists, students study:

Areas of inquiry that reflect the varied topics anthropologists explore, including Conflict, Belonging, Health, Illness and
Healing, Development and The Body. Three areas of inquiry are studied at Standard Level, four at Higher Level.
How to use anthropological concepts and theories to examine global issues, such as sustainability, violence, inequality,
technology and globalisation.

During the course, students also complete an original piece of field research. This is an opportunity for students to apply what
they have learned in the course to the world around them and engage in authentic anthropological practice.

What can I expect to learn about in this course (main aims, objectives and content)?

Anthropology is the study of human cultures and societies in all their diversity. In IB Social and Cultural Anthropology,
students learn key concepts, methods and theories used by anthropologists to study and compare the different ways people
live.

The IB Anthropology course aims to foster compassion and ethical behaviour in its students by training them to appreciate
and comprehend diverse cultures without resorting to prejudice or bias. By studying a series of ethnographies in depth,
anthropology broadens students' perspectives and prompts them to engage in self-reflection - not only regarding other
societies but also their own.

How will this course be assessed (coursework and examination requirements)?

Anthropology students are assessed through a combination of internal and external assessments, as outlined below.
Higher Level:
Paper 1 (35%) 2 hours: 4 structured questions based on an unseen passage and 1 question on anthropological ethics.
Paper 2 (40%) 2 hours 30 minutes: Answer 3 essay questions.
Across the 2 papers, the analysis should be detailed and critical, with an emphasis on integrating theoretical
perspectives and engaging with anthropological debates.
HL students need to engage deeply with anthropological theories, demonstrating a thorough knowledge and
understanding.
Internal assessment (25%) 2400 words: critical reflection, fieldwork, main report, evaluation.
HL students are expected to employ complex and varied research methods. Their methodology section should
demonstrate a clear rationale for the chosen methods within an analytical framework, and discuss their practical,
ethical & theoretical limitations and strengths in detail.
Standard Level:
Paper 1 (40%) 1 hour 30 minutes: Answer 4 structured questions based on an unseen passage.
Paper 2 (40%) 1 hour 30 minutes: Answer 2 essay questions.
Across the 2 papers, the analysis is expected to be clear and concise, with a focus on the application of
anthropological concepts.
SL students are required to apply relevant anthropological theories to their data but at a more basic level.
Internal assessment (20%) 2000 words: Initial observation, 2nd method, analysis, reflection.
The fieldwork methodology is straightforward, focusing on basic techniques of data collection and analysis.
 SUBJECT CHOICES 2024-2026

What kind of students are suited to this course?

For a wide range of students who are interested in human societies and cultures. Students who are: curious, inquisitive, open-
minded, culturally sensitive, listeners, reflective, analytical, observant, empathetic.

What university courses or career pathways might follow on from this course?

Anthropology offers a wide range of career opportunities due to its interdisciplinary nature and the transferable skills it
provides:
teaching
journalism
working for NGOs and international development
social work
police
government
business
marketing
media
management
museum curation
public health and healthcare

Here is a link to the IB Anthropology Subject Brief

 SUBJECT CHOICES 2024-2026

Group 3: Individuals & Societies / Group 4: Experimental Sciences

Environmental Systems and Societies
At what level is this
Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

Environmental Systems and Societies (ESS) is a systems thinking course grounded in scientific investigations of system
structures and functions, used to explore cultural, economic, ethical, political and social interactions of societies with the
environment. Its interdisciplinary nature allows students to draw upon and further develop a range of subjects and skills
across Group 3 and Group 4 to understand and evaluate connections between the human and natural systems.

The syllabus content is listed below:

Foundation: Perspectives, Systems, Sustainability
Ecology, Biodiversity and Conservation
Water, Land, Atmosphere
Climate change & Natural resources
Human populations and urban systems

The new HL version of the course includes the lenses of law, economics, and ethics requiring further analysis and evaluation of
environmental issues.

What can I expect to learn about in this course (main aims, objectives and content)?

The aim of this subject is to explain how the environment works and how it impacts human life on the planet. It embraces
both the scientific exploration of systems with the environment, and the ways in which humanity interacts with this
environment on social, economic, cultural and political levels. The course explores some of the key environmental issues of
the 21st Century and looks to evaluate these issues in a holistic way.

How will this course be assessed (coursework and examination requirements)?

At the HL level, the final external assessment consists of two written papers (2 & 2.5 hours) worth a total of 80% of a
student’s final grade. SL papers are shorter (1 & 2 hours) and worth a total of 75%. The internal assessment task involves the
design, implementation and completion of an individual investigation of an environmental systems and societies (ESS)
research question. The investigation is submitted as a written report limited to 3000 words; worth 20% for HL and 25% for SL
students.

What kind of students are suited to this course?

Students looking for the flexibility of an interdisciplinary Group 3/4 IBDP course.
Students seeking to be better systems thinkers.
Students who wish to study and understand climate, ecological, and social change.

Previous natural and/or social sciences coursework could be an advantage for those undertaking this subject, as are strong
math, verbal, and written skills.

What post-seco pathways might follow on from this course?

Popular pathways from ESS include biotech, cartography, climate change action, conservation, environmental engineering,
environmental law, resource management, politics, and tourism.

Here is a link to the IB ESS Subject Brief.

 SUBJECT CHOICES 2024-2026

Group 4: Experimental Sciences

Biology
At what level is this
Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

At both Higher and Standard Levels, topics include cell biology, molecular biology, genetics, ecology, evolution and
biodiversity and human physiology. At Higher Level the course deals with these topics in greater depth with increasing
interest centred on molecular genetics, biochemistry, plant biology and further animal physiology. The additional HL topics
include the topics of origins of cells, viruses, classification and cladistics, muscle and motility, gene expression and chemical
signaling.

2023 saw the introduction of a new syllabus in biology where the subject is divided into four fundamental themes:
Unity and diversity – Common ancestry has given living organisms many shared features while evolution has resulted in
the rich biodiversity of life on Earth. These fundamental aspects of biology are studied in depth throughout this theme.
Form and function - This theme studies adaptations and how some adaptations persist from generation to generation to
increase chances of survival of a species whilst other adaptations do not.
Interaction and interdependence – Biological systems are based on interactions and interdependencies which allow the
systems to adapt at all levels, from the cell to whole ecosystems level.
Continuity and change – Biological systems have mechanisms for maintaining equilibrium and bringing about change.
These mechanisms will be investigated at all scales from the level of DNA to the theory of natural selection.

What can I expect to learn about in this course (main aims, objectives and content)?

Biologists investigate the living world using many different approaches and techniques. At one end of the scale is the cell, its
molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions
that make whole ecosystems function.

Through studying Biology, 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, the emphasis is on a practical approach. In addition, through the
overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of the way science and
scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour.

Biology is taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills,
analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory
based, in the field or they may make use of simulations and data bases.

How will this course be assessed (coursework and examination requirements)?

Practical work counts for 20% of the final mark. Student’s practical, analytical and evaluative skills are developed and then
they will undertake a research based individual investigation.The investigation should reflect the students own interests and
may be based on laboratory work or on researched data and involves completing a report. There are also two final exams in IB
Biology worth 80% of students' final grades.

What kind of students are suited to this course?

While no previous knowledge for the course is required at either level, a basic grounding in general science is advantageous.

What university courses or career pathways might follow on from this course?

Biology offers a wide range of career opportunities due to its interdisciplinary nature and the transferable skills it provides:
teaching, biomedicine, working for NGOs and government, public health and healthcare.

Here is a link to the IB Biology Subject Brief

 SUBJECT CHOICES 2024-2026

Chemistry
At what level is this
Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

2023 sees the introduction of a new syllabus in chemistry where the subject is divided into six key themes; Structure (S) 1-3
and Reactivity (R) 1-3. The Structure themes refer to the models used to describe the building blocks of chemistry whilst the
Reactivity themes refer to how chemicals react with them:

S1 – Models of particulate nature of matter

S2 – Models of bonding and structure
S3 – Classification of matter
R1 – What drives chemical reactions?
R2 – How much, how fast and how far?
R3 – What are the mechanisms of chemical change?

What can I expect to learn about in this course (main aims, objectives and content)?

The Higher Level course is an excellent preparation for students intending to continue studying Science or Medicine at
university and, of course, for those who enjoy Chemistry. Elementary concepts are introduced at a molecular level and the
course then proceeds in a logical manner to more advanced work in physical, organic and inorganic chemistry. HL content is
an extension of the SL content. For example, in Reactivity 2 - HL will go further into thermodynamics and look at entropy,
Gibbs Free energy, and spontaneity. Basic mole and stoichiometric calculations are both the same for SL and HL.

The Standard Level course has been specifically designed to give the ‘non-scientist’ a good understanding of the important
role chemistry plays in modern society. Recently the course has been updated to include more challenging and relevant
concepts so that it provides a better support for students that may go on to study other sciences such as Physics, Biology or
Environmental sciences at university level.

How will this course be assessed (coursework and examination requirements)?

Throughout both courses practical work is given emphasis and counts for 20% of the final mark. Student’s practical, analytical
and evaluative skills are developed during the first year of the course and then they will undertake a research based individual
investigation during their second year. The investigation should reflect the students own interests and may be based on
laboratory work or on researched data and involves completing a report.

There are two final exams in IB Chemistry worth 80% of students' final grades.

What kind of students are suited to this course?

No previous knowledge is assumed in the delivery of the courses in Chemistry. However, background knowledge is an
advantage at both levels.

What university courses or career pathways might follow on from this course?

Chemistry offers a wide range of carers options; Analytical Chemist, Chemical Engineer, Chemical Development Engineer,
Teaching, Environmental Chemist, Forensic Researcher and Forensic Scientist.

Here is a link to the IB Chemistry Subject Brief

 SUBJECT CHOICES 2024-2026

Physics
At what level is this
Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

2023 saw the introduction of a new syllabus in physics where the subject is divided into five fundamental themes:

Space, time and motion – this includes Newtonian mechanics, but also gives HL students exposure to the mind bending
topic of special relativity.
The particulate nature of matter - this includes thermal physics including applications to contemporary issues such as the
Greenhouse effect, but also gives HL students exposure to thermodynamics.
Wave behaviour – this topic studies wave motion and how this can be used to model numerous physical phenomena.
Fields – this includes an in depth study of the gravitational and electromagnetic fields and their applications.
Nuclear and quantum physics – this theme takes an introductory dive into the fascinating world of atomic and subatomic
physics together with many of the astonishing and seemingly paradoxical implications of nature at the quantum level.

What can I expect to learn about in this course (main aims, objectives and content)?

At Higher Level there is a large experimental element to the course and a good grasp of mathematical techniques is an
advantage. The course is excellent preparation for those intending to study physics, engineering or closely related science and
technical subjects at university. The HL course covers some more advanced topics such as Rotational Dynamics, Field
potentials and Special Relativity.

The structure of the Standard Level course is similar to the Higher one and can be recommended to anyone, though this
course requires a certain level of mathematics as well.

How will this course be assessed (coursework and examination requirements)?

The climax of the experimental programme at both levels is an individual investigation worth 20% of the student's final grade.
In this investigation all skills gained during the course are expected to be used. There are three final exams in IB Physics worth
80% of students' final grades.

What kind of students are suited to this course?

No previous knowledge is assumed in the delivery of the courses in physics. However, background knowledge is an advantage
at both levels.

What university courses or career pathways might follow on from this course?

Studying physics offers a wide range of opportunities; software, computing and consultancy industries, engineering,
manufacturing, information technology, teaching and pharmaceuticals.

Here is a link to the IB Physics Subject Brief

 SUBJECT CHOICES 2024-2026

Group 5: Mathematics
There are two Mathematics courses offered in the IB Diploma Programme. Both subjects are offered at Standard and Higher Level.
Mathematics: Analysis and Approaches is for students who wish to study mathematics as a subject in its own right or to pursue
their interests in areas related to mathematics.
Mathematics: Applications and Interpretation is for students who wish to gain understanding and competence in how
mathematics relates to the real world and other subjects.

Students will require a Casio FX-CG50 calculator, which UWC Atlantic can supply at a discounted price. All students take a diagnostic
Maths test when they arrive at UWC Atlantic, which will assist the students and teachers to decide which is the best maths course for
them.

Mathematics: Analysis and Approaches

At what level is this

Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

Emphasis on algebraic methods.
Develop strong skills in mathematical thinking.
Real and abstract mathematical problem solving
Calculator and non-calculator skills.

What can I expect to learn about in this course (main aims, objectives and content)?
There is a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments.

All courses cover the common content: Mind Map Common Content. In addition to the common content the Analyses and
Approaches Standard Level course covers: Mind Map Analysis and Approaches SL. In addition to these, the Analyses and
Approaches Higher Level Course also covers: Mind Map Analysis and Approaches AHL.

How will this course be assessed (coursework and examination requirements)?

Standard Level Higher Level

Paper 1 Non-calculator Non-calculator

A - Short responses A - Short responses
B - Extended responses B - Extended responses
40% 30%

Paper 2 Calculator Calculator

A - Short responses A - Short responses
B - Extended responses B - Extended responses
40% 30%

Paper 3 N/A Problem solving

20%

Internal Assessment Exploration Exploration

20% 20%

Here is a link to the IB Maths AA Subject Brief

 SUBJECT CHOICES 2024-2026

Mathematics: Applications and Interpretations

At what level is this
Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

Emphasis on modelling and statistics.

Develop strong skills in applying mathematics to the real-world.
Real mathematical problem solving using technology.
Emphasis on how to model mathematical problems and use a calculator to solve them.

What can I expect to learn about in this course (main aims, objectives and content)?

There is an emphasis on the use of mathematics in context, focusing on topics that are often used as applications or in
mathematical modelling. The course makes extensive use of technology to allow students to explore and construct
mathematical models.

All courses cover the common content: Mind Map Common Content. In addition to the common content the Applications and
Interpretations Standard Level course covers: Mind Map Applications and Interpretations SL. In addition to these, the
Applications and Interpretations Higher Level Course also covers: Mind Map Applications and Interpretations AHL.

How will this course be assessed (coursework and examination requirements)?

Standard Level Higher Level

Paper 1 Non-calculator Non -calculator

A - Short responses A - Short responses
B - Extended responses B - Extended responses
40% 30%

Paper 2 Calculator Calculator

A - Short responses A - Short responses
B - Extended responses B - Extended responses
40% 30%

Paper 3 N/A Problem solving

20%

Internal Assessment Exploration Exploration

20% 20%

Here is a link to the IB Maths AI Subject Brief

 SUBJECT CHOICES 2024-2026

Group 6: The Arts

Music

At what level is this

Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

First term focuses on the elements of music, beginning with rhythm, progressing through melody, timbre, texture, structure,
and instrumentation, before finishing with a project that focuses on harmony. Students explore these elements by analysing a
wide range of music from around the world, much of which will be unfamiliar to them.

Second term focuses on exploring particular genres and styles of music, featuring units on music technology, musical theatre,
Western classical music, film music, and songwriting. This term ends with a research paper in which students analyse a
selection of music of their choosing, as well as composing and performing a short piece.

Third term focuses on projects chosen by the students, in which they must experiment with a genre of music that is new to
them by researching, composing and performing in this style. Units this term include minimalism, counterpoint and remixing.

The fourth term is spent working on the final coursework components of the course, with a focus on performance and
composition in the student's chosen styles.

What can I expect to learn about in this course (main aims, objectives and content)?

Fundamentally, students learn how to analyse music, how to perform music and how to compose music in and of a variety of
styles. Students learn the key features of a range of genres and develop their own performing and listening skills. They also
learn how to record and produce their own music using our recording studio and suite of iMacs. Through the course, students
are supported through the provision of free instrumental lessons.

Music students are expected to take part in our rich co-curricular programme as well as school concerts and other events,
which range from school musicals to monthly student concerts which are open to the public. Our facilities are excellent,
providing further learning opportunities with seven soundproof practice rooms, a suite of 14 new iMacs, a harpsichord, three
complete drum kits, pianos ranging from new uprights to a Steinway concert grand, and everything in between, all housed in a
new purpose-built department which opened in 2022. We also incorporate several trips over the year to see concerts in
Cardiff.

How will this course be assessed (coursework and examination requirements)?

The course is examined entirely through a portfolio of coursework, meaning that students do not sit exams. Instead, every
student will need to compose, write about, and perform music which is then submitted to the IB. In the exploration
component, students submit a written portfolio of musical analysis, a short composition and a performed adaptation of a
piece of music from an unfamiliar context. In the experimenting component, students will submit a five-minute recording of
experimentation in performance and a five-minute recording of experimentation in creating, along with a written
experimentation report. In the presenting component, students will submit a range of their performances as well as several
compositions.

In addition to this, Higher Level students will undertake a collaborative project that is inspired by real-life practices in
contemporary music-making. Collaborating with at least one other student, they will plan and present a musical project
(most likely some kind of performance, but the IB does not impose any restrictions on the type of project), which will be
documented by the student through a 15-minute video. This project is the only difference between the HL and SL courses.
 SUBJECT CHOICES 2024-2026

What kind of students are suited to this course?

The Higher and Standard Level courses are suitable for those students who love music, desire an outlet for their own
creativity, and seek to develop a greater depth of understanding of music in all its variety. At both Higher and Standard Level,
some previous experience of performance on an instrument or voice is highly recommended, but not necessarily required. If
you have no previous experience learning or performing music, it is strongly advised that you consult the music teacher before
choosing this subject.

What university courses or career pathways might follow on from this course?

University courses include music, composition, performance, music technology, musicology, music theory, ethnomusicology,
and music therapy.

Career pathways include: Sound engineering, composition for film and television, orchestral or session playing, musical
theatre, music production, conducting, music direction, piano accompaniment, instrument or sound technician, event
coordinator, and stage management.

What else is offered for students who want to perform or learn music without taking it as an IB subject?

Instrumental lessons are available for all students, and run weekly in the afternoons. Students who are interested can sign up
during orientation, or can start taking lessons at any time by reaching out to the Music Department. Scholarships are available
to cover the cost of lessons for students who require them and who show a commitment to music, or any student can sign up
for a fee which is billed at the end of each term. There is a team of visiting instrumental teachers who offer lessons on the
following instruments:

Bassoon
Cello
Clarinet
Double bass
Drum kit
Flute and piccolo
French horn
Guitar (acoustic, electric, and bass)
Harp
Oboe
Percussion (pitched and unpitched)
Piano
Saxophone
Trombone
Trumpet
Tuba
Violin and viola
Voice

In addition, there are numerous music groups and ensembles for students to join, including a choir, string ensemble, wind
ensemble, music technology club, gamelan ensemble, a cappella group, jazz band, and several student bands. There is also a
CAS for students who want to learn the piano but who have never played before, and a theatre CAS which puts on a musical
production most years. The choir recently toured Oxford as part of Project Week, and all ensembles play an active role in the
life of the college, with performances at major occasions such as graduation, the welcome ceremony, and numerous other
events over the year.

Here is a link to the IB Music Subject Brief

 SUBJECT CHOICES 2024-2026

Visual Arts
At what level is this
Standard Level Higher Level
course offered ?

How is this course structured (units, modules, key topics)?

First term covers the following topics: expressive drawing, grid scale technique, tonal values, colour theory, photo studio
portraiture, 3D headgear design, textiles, Adobe Bridge and Photoshop for frame composition and optimisation of reference
imagery starting points. The term ends with the exhibition of A1 portrait exam pieces as well as photography.

Second term begins with printmaking (intaglio, mono, and screen-printing) before moving on to curation, framing,
comparative study, critical analysis, painting and art history. Exam pieces are exhibited at the end of term.

Third term is spent focusing on students’ strengths and developing ideas for the Comparative Study, which is finalised at the
end of the term. 2-3 exam pieces are completed this term and exhibited in December.

Fourth term is spent finalising the Process Portfolio IA coursework and developing artwork in mediums of the students’ choice
(wherever they show most strength). In March each student selects their best work, frames it, and curates a coherent
exhibition for display.

What can I expect to learn about in this course (main aims, objectives and content)?

Visual Art celebrates divergent thinking, creative solutions via collaboration, transdisciplinary traditional and digital practices
and global learning across the curriculum. Many students enjoy working collaboratively to highlight issues and foster change
in their independently led thematic work, which often reflects global issues celebrated via aesthetic inquiry.

The department has a computer lab, multi-purpose studio spaces, a print studio, a ceramics building and a chromakey special
effects VR, photography, and film studio. During the first year students are involved in a series of projects (listed above), and
the Autumn term culminates in a showcase of students’ exam work in the form of a collaborative creative Showcase featuring
music and designs or Time-Based Art projected and performed for the entire college to celebrate all college creativity.

The Art Department has strong links with international galleries, street art exhibitions, arts centres, museums, and the
expertise of four visiting practising artists, many also lecturing at universities and colleges in South Wales and England.

How will this course be assessed (coursework and examination requirements)?

Visual Arts students do not sit exams but instead are marked on coursework alone; therefore, all work from day one is
potential exam coursework as it is continuously generated and assessed.

The Visual Arts coursework is divided into three sections: Visual Arts in Context, Visual Arts Methods, and Communicating
Visual Arts. Both Standard Level and Higher Level courses are open to complete beginners, although a different amount of
work is expected ; the Higher Level final exhibition features 8-11 of students’ best works while Standard Level includes 4-7
pieces. This is the only difference between HL and SL. In order to take the subject at either level and achieve success, students
require self-motivation, an open and inquisitive mind and a preparedness for investigation into different times, cultures and
techniques in relation to their own work. In all cases, the cultural background and individual needs of the student form the
basis of the teaching programme.

The three pieces of coursework make up the following proportion of the student’s final assessment: Comparative Study 20%;
Process Portfolio 40%; Exhibition 40%.
 SUBJECT CHOICES 2024-2026

What kind of students are suited to this course?

From absolute beginners to proficient experienced art students wishing to pursue the Arts at both Further and Higher
Education level.

What university courses or career pathways might follow on from this course?

Fine arts degrees offer specialisation in: Sculpture, printmaking, art design, drawing, painting, architecture, studio arts, and
digital media.

Career pathways include: Architect, fine artist, painter, printmaker, sculptor, ceramist, theatre designer, prop maker, interior
designer, product designer, graphic/web/VR/AI designer, fine art performer, fashion/textile designer, prosthetic designer,
digital printer, user experience designer, and computer game designer.

Here is a link to the IB Visual Arts SL Subject Brief

Here is a link to the IB Visual Arts HL Subject Brief
www.uwcatlantic.org

UWC Atlantic
St Donat’s Castle
St Donats
CF61 1WF
Wales
UK