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What is the IB Diploma The IB Diploma Programme is a comprehensive pre university two year curriculum course of study designed for students in the 16 to19 age range It is a broad based two year course that aims to encourage students to be knowledgeable and inquiring but also caring and compassionate There is a strong emphasis on encouraging students to develop intercultural understanding open mindedness and the attitudes necessary for them to respect and evaluate a range of points of view The IB Diploma Programme is widely recognised by the world s leading universities The program is unique in that it is based on no particular national education system but is a deliberate balance between breadth and the specialisation which is required by many universities The Diploma Programme prepares students for university and encourages encourages them to develop Critical thinking and analysis skills An international mindedness necessary to live and work in a global global community An understanding of global issues and a concern for others in our community and the broader world A strong sense of their own identity and culture A balanced education for the whole student An extensive knowledge and skill base in preparation for university university and adult life Follow this link for more information about the IB Diploma www ibo org en programmes diploma programme

The IB Diploma Curriculum The curriculum is modelled by a Diploma Curriculum Framework with six academic areas surrounding the three core requirements. Over the course of the two-year program, students: • Study six subjects chosen from the six subject groups • Complete an Extended Essay • Follow a Theory of Knowledge course (TOK) • Participate in Creativity, Activity, Service(CAS). Normally students’ study loads comprise: • Three of the six subjects are studied at Higher Level (courses representing 240 teaching hours) • The remaining three subjects are studied at Standard Level (courses representing 150 teaching hours). The International Baccalaureate has set very clear guidelines and regulations that students must achieve in order to receive the Diploma qualification. A Summary is provided in this Handbook to inform parents and students of these requirements. The Diploma Curriculum Framework At ISWA, we align strongly with the Diploma’s emphasis upon international-mindedness. This stands firmly in line with our vision for our graduates to have an understanding of global issues and a concern for others in our community and the broader world. The IB believes that students must also develop an understanding of their own cultural and national identity. For this reason, all students study two languages. We believe the IB Diploma Programme will assist students in developing the skills they need to live and work in an international context which is essential for life in the 21st Century. It provides a balanced education for the ‘whole’ student and provides excellent preparation for both university and adult life. Within the program, there are a wide range of courses designed to meet the interests and requirements of different students. These include the Creativity, Activity, Service (CAS) program, the Extended Essay and the Theory of Knowledge (TOK) courses. Together, these offer IB Diploma students experiences and skills they will not find in other programs. Universities respond positively to IB Diploma graduates because the curriculum develops a balanced variety of skills. IB Diploma graduates, with the range of subjects they have studied, have a greater choice of undergraduate programs. Many colleges and universities have developed their own recognition policies. The individual policies vary greatly, but they all have one thing in common; through their policies, these institutions make it apparent that they understand and appreciate the Diploma Programme graduate and the rigour of the Diploma Programme itself. http://www.ibo.org/en/university-admission/

The Core of the Diploma Curriculum Framework All Diploma Programme students participate in the three course requirements that make up the core of the Diploma Curriculum Framework. Reflection on all these activities is a principle that lies at the heart of the thinking behind the Diploma Programme. The Theory of Knowledge (TOK) course encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Programme, and to make connections across the academic areas. The Extended Essay (EE), a substantial written work of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen themselves. It also encourages students to develop the skills of independent research that will be expected at university. Creativity, Activity, Service (CAS) involves students in experiential learning through a range of artistic, sporting, physical and service activities. The IB Mission and the IB Learner Profile The International Baccalaureate is more than its educational programmes. At its heart, it is motivated by a mission to create a better world through education. The IB values its hard-earned reputation for quality, for high standards and for pedagogical leadership. The IB achieves goals by working with partners and by actively involving stakeholders, particularly teachers. The IB promotes intercultural understanding and respect, not as an alternative to a sense of cultural and national identity, but as an essential part of life in the 21st century. All of this is captured in the IB mission statement. IB Mission The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organisation works with schools, governments, and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

International Baccalaureate Diploma Regulations Summary for Parents and Students A student must engage in the full program of subjects from each of the six (6) groups. IB does allow some specific variations. A student must also complete requirements of • CAS – Creativity, Activity, Service • EE – Extended Essay • TOK – Theory of Knowledge Higher Level / Standard Level Subjects • Of the six subjects studied, a minimum of three (3) must be studied at Higher Level and the remainder at Standard Level. A maximum of four (4) can be taken at Higher Level. • The difference in Higher / Standard Level is the number of teaching hours: o Higher Level – 240 hours per course o Standard Level – 150 hours per course • Different Subject courses differentiate between the HL / SL in different ways to achieve this. Examples of differences include: • Core standard course in both with additional topics in HL. • The same topics in each but covered to a different depth. • Differing assessment requirements. Subject Gradings • Achievement in each subject is rated from 1 to 7. • HL / SL subjects are treated the same in the contribution to the total diploma score. • i.e. A 6 rating in an SL subject is not worth less than a 6 rating in the equivalent HL subject. • A maximum score of 45 can be achieved in a diploma. o 6 subjects x 7 score = 42points plus 3 for TOK + Extended Essay (See Diploma Points Matrix)

Achieving the Diploma A diploma will be awarded to a candidate subject to the conditions below. 1. CAS requirements have been satisfied. 2. Candidate’s total points are at least 24. 3. An N has not been given for Theory of Knowledge, Extended Essay or for a contributing subject. 4. No grade of E has been awarded for one or both of Theory of Knowledge and the Extended Essay. 5. No grade of 1 awarded in any subject / level. 6. Grade of 2 has been awarded less than three (3) times (HL or SL). 7. Grade of 3 or below has been awarded less than four (4) times (HL or SL). 8. Candidate has gained at least 12 points on HL subjects (for candidates who register for four (4) HL subjects, the three (3) highest grades count). 9. Candidate has gained at least 9 points on SL subjects (candidates who register for two (2) SL subjects must gain at least 5 points at SL). 10. NOTE: Theory of Knowledge / Extended Essay Matrix A grade of E in EITHER Extended Essay OR Theory of Knowledge is a failing condition and therefore the student will not be awarded the IB Diploma.

Examination Results Examination results are available in early July following the May IB Examination Session. If requested by the student, results are made available to universities either in electronic format or as a transcript of grades, as appropriate. The results indicate the grade a candidate has been awarded for each subject, including the additional Diploma requirements of Theory of Knowledge and the Extended Essay. The results also indicate the completion of Creativity, Activity, Service (CAS) and total number of points for the Diploma, if a Diploma has been awarded. If a Diploma is not awarded, other pathways may be explored on an individual case basis with support from the College Counsellor. Alternatively, IB offers a retake opportunity: 1. Retake A student can retake an IB exam or an Internal Assessment for most assessment pieces. In most cases he/she would only need to retake the part in which they were not successful. This occurs in the following year’s May IB Examination Session. Registration for a retake must be lodged by a school with IB by 15 January that year. A student would have to request this in writing to be received by the Principal at QACI by 13 January that year. Conditions 1. Retake exams are at a cost to the student of approximately $SGD178 per subject. 2. The student would be required to prepare for this retake independently and would not be re-enrolled as a student at ISWA e.g. participating in classes. 3. QACI would make textbooks available through special loan provisions. 4. The student would sit the exam at ISWAI on the date and time indicated in the IB Examination Calendar. 5. 2. Enquiry Upon Results - Only Applies to External Assessment If a student has concerns about their result for a particular subject, it may be possible to request a re-mark by IB. However, a candidate’s grade may be lowered or raised as a result of a Category 1 Enquiry Upon Result (EUR). The following condition must be satisfied: -The candidate must pay costs associated with an Enquiry – The candidate must pay costs associated with an Enquiry Note: Requests for ‘Enquiry upon Results’ service will only be accepted by the IB from schools, not from individual candidates. In this case, the externally assessed components of a candidate’s work are normally re-marked by a senior examiner.

IB Inner Core – Theory of Knowledge Course Focus and Outcomes TOK explores questions about knowledge and the process of knowing. TOK emphasises comparisons and connections between areas of knowledge and encourages students to become more aware of their own perspectives and the perspectives of others. In TOK, students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom. The course is intended to be challenging and thought-provoking—as well as empowering—for students. This course will enable students: - to encourage students to reflect on the central question, “How do we know that?” and to recognise the value of asking that question - to expose students to ambiguity, uncertainty, and questions with multiple plausible answers - to equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations - to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions - to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding - to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge - to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application, and communication of knowledge. TOK is based on the development of specific skills: • Identifying knowledge claims (what is thought to be true) • Identifying knowledge questions (the questions that arise from these claims) • Finding links between knowledge theories and the questions that arise from issues being explored • Providing examples that support and counter observed knowledge questions and claims • Applying analytical skills (including critical thinking, reflective line of inquiry, accepting ambiguity, open ended questioning, connectedness, relevance, problem solving, collaborating, synthesis, and deconstruction).

Assessment Essay -The TOK essay engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge. The essay is an external assessment component; it is marked by IB examiners. The essay must be a maximum of 1,600 words and must be on one of the six prescribed titles issued by the IB for each examination session. Exhibition-The TOK Exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is an internal assessment component; it is marked by the teacher and is externally moderated by the IB. For this task, students are required to create an exhibition of three objects that connect to a prompt provided to the student. They must also submit an accompanying written commentary on each object of 950 words total. For more information: Theory of Knowledge

IB Inner Core – Extended Essay Course Focus and Outcomes The Extended Essay is an in-depth study of a focused topic chosen from the list of approved Diploma Programme subjects—normally one of the student’s six chosen subjects for the IB Diploma. It provides students with an opportunity to engage in personal research in a topic of their choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the chosen subject. Students begin the research process during Year 11 and submit in the second year of IB study. This compulsory independent research project will enable students to: • Pursue independent research on a focused question that relates to an area of interest. • Develop research and communication skills. • Develop the skills of creative and critical thinking. • Engage in a systematic process of research appropriate to the subject. • Experience the excitement of intellectual discovery. • Complete a planning and progress form. Assessment Essay • The 4000 word essay is graded on a scale of A – E • The essay is marked according to criteria set out in the IB Guidelines • The essay is externally assessed and, in combination with the grade for Theory of Knowledge, contributes up to three points to the total score for the IB Diploma. (Refer to Matrix ) An oral assessment is a 10 minute interview with the Supervisor after final submission to clarify any issues, confirm ownership and reflect on what has been learned. It is an aid to the Supervisor’s Report. Please note: Extended Essay supervisors are permitted to give a maximum of 5 hours individual assistance to each student. A grade of E on the Extended Essay means a failure of the IB Diploma. It is therefore imperative that students closely follow the timelines and respond promptly to advice from supervisors. For more information: Extended Essay

IB Inner Core – CAS Course Focus and Outcomes CAS is at the heart of the Diploma Programme and complements a challenging academic program in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. CAS enables students to grow as unique individuals through experiential learning, and to understand they are members of local and global communities with responsibilities towards each other and the environment. At ISWA we are passionate about the vital role creative thinking plays in society through expressing ideas, developing empathy, giving a voice to the voiceless, advocating for change, and defining culture and identity. By connecting and aligning Service with our creative identity, we discover a sense of purpose and value extending far beyond our time at ISWA. The Three Strands of CAS are: Creativity—exploring and extending ideas leading to an original or interpretive product or performance Activity—physical exertion contributing to a healthy lifestyle Service—collaborative and reciprocal engagement with the community in response to an authentic need Learning Outcomes To complete their CAS program, students are required to achieve the seven CAS learning outcomes comprising: • Identify own strengths and develop areas for growth • Demonstrate that challenges have been undertaken, developing new skills in the process • Demonstrate how to initiate and plan a CAS experience • Show commitment to and perseverance in CAS experiences • Demonstrate the skills and recognise the benefits of working collaboratively • Demonstrate engagement with issues of global significance • Recognise and consider the ethics of choices and actions Reflection Being reflective is one attribute of the IB learner profile: “We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.” Reflection leads to improved problem solving, higher cognitive processes and greater depth of understanding in addition to exploring how CAS experiences may influence future possibilities. Purposeful, authentic reflection is about quality rather than quantity. Students should include reflections in their CAS portfolio that give evidence to achieving each of the seven CAS learning outcomes.

Reflections in CAS may be expressed through a paragraph, a letter, a poem, a comic strip, a dramatic performance, a song, a drawing, a dance, a video journal or other forms of expression. The appropriate occasion, amount and method is the student’s decision. Recognition CAS is becoming increasingly recognised by universities when considering scholarship awards, as they value the holistic development of the individual and the sense of civic and social responsibility CAS fosters. The student’s CAS portfolio provides a rich testament to this and may be used as part of an application process or curriculum vitae. Creating a Personal CAS Plan The CAS plan must: • Include at least one substantial leadership project of over 1 month duration which addresses one or more strand of CAS (preferably Creativity & Service to align with our Creative Industries identity) • Include enough sustained CAS experiences/activities (at least five are recommended in addition to the project) to authentically achieve and reflect on each of the Learning Outcomes at least once • Use the CAS stages (investigation, preparation, action, reflection and demonstration) as a framework for CAS experiences and the CAS project • Demonstrate a reasonable balance across all three strands of CAS • Be sustained for at least 18 months to demonstrate commitment, perseverance and a GROWTH mindset • Must have a responsible adult supervisor for each activity/project who is not a relative and who can provide a report on participation CAS Requirements • Create a CAS proposal and personal profile at the end of Year 10 and submit to the CAS Advisor for approval. • Enter the CAS plan in your ManageBac Portfolio. All activities and projects must have a detailed description of student involvement and specific responsibilities and identify CAS strands and Learning Outcomes addressed. • Complete and upload authentic Reflections on your involvement in CAS, addressing the nominated Learning Outcomes for each experience/project. • Gather and upload rich Evidence of participation and completion of each experience/project. Guidelines are in the CAS checklist. • Attend monitoring meetings with the Success Coach over the 18-month CAS program. These will occur at the end of Semesters 1 & 2 in IB1, at the end of Terms 1, 2 and at the CAS sign-off in Term 3 IB2. • Participate in three CAS interviews with your Advisor – one at the beginning of the program, one at the end of Year 11 and a final interview upon completion of CAS. For more information: Creativity, activity, service

GROUP 1 IB Diploma Language A: English Language and Literature at Standard Level or Higher Level In the Language A: Language and Literature course students learn about the complex and dynamic nature of language, and explore both its practical and aesthetic dimensions. They explore the crucial role language plays in communication, reflecting experience and shaping the world. Students learn about their own roles as producers of language and develop their productive skills. Throughout the course, students explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning. Through close analysis of various text types and literary forms, students consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems. Students engage in activities that involve them in the process of production and help shape their critical awareness of how texts and their associated visual and audio elements work together to influence the reader. Assessment

For more information: Language A: language and literature SL & HL IB Diploma Language B (French and Spanish) 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. Assessment For more information: Language B SL & HL

GROUP 2 IB Diploma Language Acquisition Spanish ab initio (beginner) Language ab initio is a language acquisition course designed to provide students with the necessary skills and intercultural understanding to enable them to communicate effectively in a range of situations where the language studied is spoken. The course is designed for students who have very little or no prior experience with the language. To maintain the integrity of the IB philosophy, if a student is already proficient in a language or has had extensive tuition in this subject they are encouraged to consider studying at a standard or higher level or another language at ab initio level. In certain cases, a proficiency test may be necessary to determine appropriate course of study. The language ab initio course is organised into five prescribed themes. • Identities • Experiences • Human ingenuity • Social organisation • Sharing the planet Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Language ab initio is available at Standard Level only. This course enables learners to: • Develop international mindedness through the study of languages, cultures, ideas and issues of global significance. • Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes. • Encourage an awareness and appreciation of a variety of perspectives of people from diverse cultures. • Develop an understanding of the relationship between languages and cultures with which they are familiar. • Develop an awareness of the importance of language in relation to other areas of knowledge. • Partake in the process of inquiry, with opportunities for intellectual engagement and the development of critical and creative thinking skills. • Establish a basis for further studies in the language whether it be for work or personal pleasure. Through the development of receptive, productive and interactive skills, students should respond and interact appropriately in a defined range of everyday situations.

Spanish ab initio Assessment For more information: Language ab initio SL

Group 3 Individuals and Societies History History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today. The Diploma Programme (DP) history course is a world history course based on a comparative, multi-perspective approach to history and focused around key historical concepts such as change, causation and significance. It involves the study of a variety of types of history, including political, economic, social and cultural, encouraging students to think historically and to develop historical skills. In this way, the course involves a challenging and demanding critical exploration of the past. The DP history course requires students to study and compare examples from different regions of the world, helping to foster international mindedness. Teachers have a great deal of freedom to choose relevant examples to explore with their students, helping to ensure that the course meets their students’ needs and interests regardless of their location or context. History is available at both Standard Level (SL) and Higher Level (HL). History SL Assessment

History HL Assessment For more information: History SL/HL Group 3 Individuals and Societies 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. While the world’s population has unlimited needs and wants, there are limited resources to satisfy these needs and wants. As a result of this scarcity, choices have to be made. The DP economics course, at both SL and HL, uses economic theories 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) • at an international level where countries are becoming increasingly interdependent through international trade and the movement of labour and capital (the global economy).

The choices made by economic agents (consumers, producers and governments) generate positive and negative outcomes and these outcomes affect the relative well-being of individuals and societies. As a social science, economics examines these choices using models and theories. The DP economics course allows students to explore these models and theories, and apply them, using empirical data, through the examination of six real-world issues. As economic growth and increased efficiency become prominent goals, two other important global economic issues related to these goals are; the ways in which economic activity impacts the environment, and the challenges facing the world in terms of fair access to resources, goods and services. When exploring these significant global issues, sustainability and equity become key concepts for DP economic students to understand. In all areas of economic activity, the economic agents can be divided up into the private sector (consumers and producers) and the public sector (governments). To different extents and with different outcomes, the public sector in any economy assumes some responsibility for monitoring and regulating the behaviour of the private sector. This government intervention is a significant concept that appears throughout the course and students are expected to critically evaluate the balance between the market forces of the private sector and intervention by governments. Given the rapidly changing world, economic activity and its outcomes are constantly in flux. Therefore, students are encouraged, throughout the course, to research current real-world issues. Through their own inquiry, it is expected that 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 DP economics course will develop the knowledge, skills, values and attitudes that will encourage them to act responsibly as global citizens. Economics SL Assessment

Economics HL Assessment For more information: Economics SL/HL

GROUP 3 or GROUP 4 IB Diploma Interdisciplinary Environmental Systems and Societies (ESS) Standard Level ESS is offered only at standard level (SL). As an interdisciplinary course, ESS can count as either a Group 3 or a Group 4 course. ESS is designed to combine the methodology, techniques and knowledge associated with the four sciences (Chemistry, Biology, Physics and Environmental Science) with those associated with the Humanities and Social Sciences. ESS is a complex course, and is firmly grounded in both a scientific exploration of environmental systems in their structure and function, and in the exploration of cultural, economic, ethical, political, and social interactions of societies with the environment. Students will become equipped with the ability to recognise and evaluate the impact of our complex system of societies on the natural world. The interdisciplinary nature of the course requires a broad skill set from students and includes the ability to perform research and investigations and to participate in philosophical discussion. The course requires a systems approach to environmental understanding and problem solving, and promotes holistic thinking about environmental issues. It is recognised that to understand the environmental issues of the 21st century and suggest suitable management solutions, both the human and environmental aspects must be understood. The aims of the ESS course are to enable students to: • Acquire the knowledge and understandings of environmental systems at a variety of scales • Apply the knowledge, methodologies and skills to analyse environmental systems and issues at a variety of scales • Appreciate the dynamic interconnectedness between environmental systems and societies • Value the combination of personal, local and global perspectives in making informed decisions and taking responsible actions on environmental issues • Be critically aware that resources are finite, and that these could be inequitably distributed and exploited, and that management of these inequities is the key to sustainability • Develop awareness of the diversity of environmental value systems • Develop critical awareness that environmental problems are caused and solved by decisions made by individuals and societies that are based on different areas of knowledge • Engage with the controversies that surround a variety of environmental issues • Create innovative solutions to environmental issues by engaging actively in local and global contexts Assessment Table

GROUP 4 IB Diploma Sciences Biology Standard or Higher Level Which level do I choose? HL students are required to study the biological concepts in greater depth and complete a larger volume of work, extending the core topics studied by the SL students. Options also have Higher Level components requiring students to learn more detailed aspects. -HL students sit longer exams and are required to perform and report on more Practical work than SL students. -HL Biology students, as in any IB Diploma subject, are expected to show dedication, passion and commitment to extend themselves beyond what is expected of SL students. As one of the three natural sciences in the IB Diploma Programme, biology is primarily concerned with the study of life and living systems. Biologists attempt to make sense of the world through a variety of approaches and techniques, controlled experimentation and collaboration between scientists. At a time of global introspection on human activities and their impact on the world around us, developing and communicating a clear understanding of the living world has never been of greater importance than it is today. Through the study of DP biology, students are empowered to make sense of living systems through unifying themes. By providing opportunities for students to explore conceptual frameworks, they are better able to develop understanding and awareness of the living world around them. This is carried further through a study of interactions at different levels of biological organization, from molecules and cells to ecosystems and the biosphere. Integral to the student experience of the DP biology course is the learning that takes place through scientific inquiry. With an emphasis on experimental work, teachers provide students with opportunities to ask questions, design experiments, collect and analyse data, collaborate with peers, and reflect, evaluate and communicate their findings. DP biology enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond. Biology Assessment

For more information: Biology (First teaching in Aug/Sept 2023) SL & HL

GROUP 4 IB Diploma Sciences Chemistry Standard or Higher Level Which level do I choose? Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. While the skills and activities of Group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level material and in the common options. The distinction between SL and HL is one of breadth and depth. The DP chemistry course promotes concept-based teaching and learning to foster critical thinking. The DP chemistry course is built on: • approaches to learning • nature of science • skills in the study of chemistry. These three pillars support a broad and balanced experimental programme. As students progress through the course, they become familiar with traditional experimentation techniques, as well as the application of technology. These opportunities help them to develop their investigative skills and evaluate the impact of error and uncertainty in scientific inquiry. The scientific investigation then places a specific emphasis on inquiry-based skills and the formal communication of scientific knowledge. Finally, the collaborative sciences project extends the development of scientific communication in a collaborative and interdisciplinary context, allowing students to work together beyond the confines of chemistry. For more information: Chemistry (First teaching in Aug/Sept 2023) SL & HL

GROUP 4 IB Diploma Sciences Physics Standard or Higher Level Which level do I choose? HL students are required to study the fundamental concepts of Physics in greater depth and complete a larger volume of work, extending the core topics studied by the SL students. Options also have Higher Level components requiring students to learn more detailed aspects. -HL students sit longer exams and are required to perform and report on more practical work than SL students. -HL Physics students, as in any IB Diploma subject, are expected to show dedication, passion and commitment to extend themselves beyond what is expected of SL students. 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 extraordinary 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. Physics Assessment For more information: Physics (First teaching in Aug/Sept 2023) SL & HL

GROUP 5 IB Diploma Mathematics Which level do I choose? All levels of IB Mathematics are rigorous and challenging. They cover an extensive range of mathematical skills and applications at a rapid pace. In making the decision regarding which level to choose, students should consider their mathematical, especially algebraic, skill level, their organisational skills and the prerequisite of their desired university course. Problem-solving is central to learning mathematics and involves the acquisition of mathematical skills and concepts in a wide range of situations, including non-routine, open-ended and real-world problems. The assessment objectives are common to Mathematics: analysis and approaches and to Mathematics: applications and interpretation. • Knowledge and understanding: Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts. • Problem solving: Recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems. • Communication and interpretation: Transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation; use appropriate notation and terminology. • Technology: Use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems. • Reasoning: Construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions. • Inquiry approaches: Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analyzing information, making conjectures, drawing conclusions, and testing their validity. The exploration is an integral part of the course and its assessment and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations.

Applications and Interpretations The IB DP Mathematics: applications and interpretation course recognize 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 to continue their mathematical growth in other learning environments. Applications and Interpretation SL& HL Assessments For more information: Mathematics: Applications and interpretation SL & HL

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. Analysis and Approaches SL & HL Assessment For more information: Mathematics: analysis and approaches SL & HL

GROUP 6 IB Diploma Arts Theatre Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, underpinned by a strong theoretical base. It provides students the opportunity to explore the art form through an inquiry cycle focusing on the dimensions of inquiry, development, presentation and evaluation, as creators, designers, directors and performers working individually and as part of an ensemble. Through a critical analysis of their own processes, artistic works and the work of others, students develop an appreciation of the diversity of theatre practices across time, place and culture, an appreciation which in turn informs their own cultural context. This course enables learners to: • Experience and participate in a wide and varied range of theatre activities and develop proficiency in theatre techniques • Become familiar with forms of theatre from their own and different cultures • Explore different theatre traditions in their historical contexts • Develop academic skills appropriate for the study and understanding of theatre • Become reflective and critical practitioners in theatre • Develop the confidence to explore, to experiment and to work individually and collaboratively on innovative contemporary theatre projects • Understand the dynamic, holistic, and evolving nature of theatre. Learning Outcomes • Demonstrate a theoretical and practical knowledge of theatrical traditions • Demonstrate an understanding of production elements and theatre practices • Evaluate critically a range of diverse performances • Engage practically in creating and presenting performances • Reflect on their own development in theatre through continual self-evaluation and recording • Demonstrate an ability to interpret play texts and other types of performance texts • Demonstrate initiative and perseverance in both individual and group projects.

External Research presentation Students at SL and HL plan, deliver and video record an individual research presentation (15 minutes maximum) in which they provide evidence of their academic and practical exploration and learning of a world theatre tradition they have not previously studied. Each student submits the following. 1. A video recording of the student’s research presentation (15 minutes maximum). 2. A list of all sources cited and any additional resources used by the student during the presentation. 30% 20% Collaborative project Students at SL and HL collaboratively create and perform an original piece of theatre (lasting 7–10 minutes maximum) created from a starting point of their choice. The piece is presented to an audience as a fully-realized production. Each student submits the following. 1. A project report (a maximum of 10 pages of written text and images, with written text not exceeding 4,000 words) plus a list of all sources used. 2. A video recording of the final piece (7-10 minutes maximum). 40% 25% Solo theatre piece (HL only) Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of theory and create and present a solo theatre piece (lasting 4-7 minutes maximum) that demonstrates the practical application of this theory to a theatre piece for an audience. Each student submits the following. 1. A report (2,500 words maximum) plus a list of all primary and secondary sources cited. 2. A continuous unedited video recording of the whole solo theatre piece (4-7 minutes maximum). X 35% For more information: Theatre SL & HL

Group 6 IB Diploma Arts Visual Arts - Standard Level or Higher Level 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. IB Visual Art Units • Abstraction: Exploring our built environment through processes of painting, photography, digital design. • Exploring the Natural World: Textiles, soft sculpture, video montage, animation • In Conversation: Exploring the work of influential artists to guide comparative study

For more information: Visual Arts SL/HL