Thomas

Course Description

Music functions as a means of personal and communal identity and expression, and embodies the social and cultural values of individuals and communities. This scenario invites exciting exploration and sensitive study.

A vibrant and stimulating musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time.

The Diploma Programme music course provides the opportunity to build on prior experience in music, and the appropriate foundation for further study in music at university level or in music career pathways. It also provides an enriching and valuable course of study for students who wish to pursue other careers and, at the same time, engage in the world of music as lifelong participants.

Course Objectives

The course enables students to develop their knowledge and potential as musicians, both personally and collaboratively. Having completed the IB music course at Standard Level (SL) or Higher Level (HL), students will be expected to demonstrate knowledge, understanding and perception of music in relation to time, place and cultures. They will be able to use appropriate musical terminology to describe and reflect their critical understanding of music, as well as present comparative analysis of music in relation to time, place and cultures. They will possess critical thinking skills through reflective thought, performance skills through solo or group music making, as well as compositional skills through the exploration, the control and the development of the elements of music.

Prior Learning

It is recommended that at SL students a) have successfully completed two to three years of study at a music conservatory, and b) are familiar with the fundamental concepts of music theory in Western music such as tonality (major and minor scales), music chords and music intervals.

It is highly recommended that at HL students a) have successfully completed three to five years of study at a music conservatory, b) have an understanding of the fundamental concepts of music theory noted above, and c) are familiar with the concepts of music harmony, harmonic rhythm, music form and structure, counterpoint and music texture.

Syllabus Outline

• Musical Perception

This component is compulsory for both SL and HL students

• Creating
• Solo Performing
• Group Performing

SL students are required to choose only one of the three components noted above.

HL students are required to present both Creating and Solo Performing.

Syllabus Content

Musical Perception

This involves study, analysis and examination, comparing and contrasting of musical cultures. Students actively listen to a wide range of music from different parts of the world, cultures and time periods. Students develop their aural perception and understanding of music by learning about musical elements (such as form, structure, duration, pitch, timbre, dynamics and texture), notations, musical terminology and context. An important part of musical perception is the study of two prescribed works. Two pieces of music are studied. These pieces represent key features from two different times, places and/or musical cultures. Students are required to analyze, examine, compare and contrast these prescribed works.

Investigating Musical Links

Through the study of pieces from different musical cultures students are encouraged to explore, analyze and examine the musical connections existing between two (or more) pieces of music from two distinct musical cultures. Through investigative study and analysis of the similarities and differences between the selected pieces of music, students learn to demonstrate significant musical links. The musical links investigation requires the student toengage in a sustained investigation that is self-directed.

Creating

In this component, students should aim to develop creative skills through exploration, control and development of musical elements. Creativity demands self-discipline and focus on the part of the students as they shape and assemble the musical elements to express a particular mood, character or other intended meaning. The following four options are available: composing, arranging, improvising and stylistic techniques, the latter being the study of the compositional styles of others. SL students are required to present two pieces of coursework, while HL students present three.

Solo Performing

SL students are required to submit a recording selected from pieces presented during one or more public performances(s). The total performance time must be 15 minutes for SL students and 20 minutes for HL students. In performing their pieces students may use any instrument or their voice. Any musical style is permitted. The submission should consist of contrasting pieces which display the student's strengths.

Group Performing

Students following this SL option are expected to be active, participating members of a musical group that performs on a regular basis in public during the course. A group could be as small as two people. However, the participating role of each performer must be of equal musical importance. The total performance time must be 20-30 minutes.

Assessment Outline (SL students)

Students are assessed both externally and internally.

External Assessment (50%)

Listening Paper (30%)

Students are required to answer five musical perception questions.

Musical Links Investigation (20%)

A written media script of no more than 2000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures.

Internal Assessment (50%)

Students are required to choose one of the following options:

Creating

Students are required to present two pieces of coursework, with recordings and written work.

Solo Performing

Students are required to present a 15-minute recording selected from pieces presented during one or more public performance(s).

Group Performing

Students are required to present a 20 to 30-minute recording selected from pieces presented during two or more public performances.

Assessment Outline (HL students)

Students are assessed both externally and internally.

External Assessment (50%)

Listening Paper (30%)

Students are required to answer seven musical perception questions.

Musical Links Investigation (20%)

A written media script of no more than 2000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures.

Internal Assessment (50%)

Creating (25%)

Students are required to present three pieces of coursework, with recordings and written work.

Solo Performing (25%)

Students are required to present a 20-minute recording selected from pieces presented during one or more public performance(s).

Teaching Method

Teachers support students throughout their studies, offering expertise and guidance on all sections of the syllabus, as well as on the preparation of submissions. However, it is important that students become responsible for their own learning through an active approach. Throughout the course, students are encouraged to engage with music that is familiar and unfamiliar to them, from a range of times, places and cultures. Through instruction and activities, students develop their understanding of music, and are enabled to make creative connections in their work.

Nature of the Subject

Mathematics has been described as the study of structure, order and relation that has evolved from the practices of counting, measuring and describing objects. Mathematics provides a unique language to describe, explore and communicate the nature of the world we live in as well as being a constantly building body of knowledge and truth in itself that is distinctive in its certainty. These two aspects of mathematics, a discipline that is studied for its intrinsic pleasure and a means to explore and understand the world we live in, are both separate yet closely linked.

Mathematics is driven by abstract concepts and generalization. This mathematics is drawn out of ideas, and develops through linking these ideas and developing new ones. These mathematical ideas may have no immediate practical application. Doing such mathematics is about digging deeper to increase mathematical knowledge and truth. The new knowledge is presented in the form of theorems that have been built from axioms and logical mathematical arguments and a theorem is only accepted as true when it has been proven. The body of knowledge that makes up mathematics is not fixed; it has grown during human history and is growing at an increasing rate.

The side of mathematics that is based on describing our world and solving practical problems is often carried out in the context of another area of study. Mathematics is used in a diverse range of disciplines as both a language and a tool to explore the universe; alongside this its applications include analyzing trends, making predictions, quantifying risk, exploring relationships and interdependence.

While these two different facets of mathematics may seem separate, they are often deeply connected. When mathematics is developed, history has taught us that a seemingly obscure, abstract mathematical theorem or fact may in time be highly significant. On the other hand, much mathematics is developed in response to the needs of other disciplines.

The two mathematics courses available to Diploma Programme (DP) students express both the differences that exist in mathematics described above and the connections between them. These two courses might approach mathematics from different perspectives, but they are connected by the same mathematical body of knowledge, ways of thinking and approaches to problems. The differences in the courses may also be related to the types of tools, for instance technology, that are used to solve abstract or practical problems. The next section will describe in more detail the two available courses. 

Distinction between Higher and Standard Level

Students who choose Mathematics: analysis and approaches at SL or HL should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalization of these patterns. Students who wish to take Mathematics: analysis and approaches at higher level will have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.

Course Content

Objectives

Having followed the Diploma Programme course in Mathematics, Analysis and Approaches, students will be expected to:

• Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts.
• Recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems.
• 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. 
• Use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems.
• Construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions.
• Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analyzing information, making conjectures, drawing conclusions, and testing their validity. 

Teaching Approach

Despite the attitude that mathematics is all around us and everything can be described through its use this structural interconnection of mathematics and real-world is neither self-evident nor easily established. Let us call the process of translating a real-world problem into mathematics mathematicalization. The students should be introduced into mathematicalization slowly, progressively, methodically and systematically passing from very simple examples/cases to more complex ones. The variety of topics in the syllabus creates a conducive environment to this end.

Assessment

Nature of the Subject

Mathematics has been described as the study of structure, order and relation that has evolved from the practices of counting, measuring and describing objects. Mathematics provides a unique language to describe, explore and communicate the nature of the world we live in as well as being a constantly building body of knowledge and truth in itself that is distinctive in its certainty. These two aspects of mathematics, a discipline that is studied for its intrinsic pleasure and a means to explore and understand the world we live in, are both separate yet closely linked.

Mathematics is driven by abstract concepts and generalization. This mathematics is drawn out of ideas, and develops through linking these ideas and developing new ones. These mathematical ideas may have no immediate practical application. Doing such mathematics is about digging deeper to increase mathematical knowledge and truth. The new knowledge is presented in the form of theorems that have been built from axioms and logical mathematical arguments and a theorem is only accepted as true when it has been proven. The body of knowledge that makes up mathematics is not fixed; it has grown during human history and is growing at an increasing rate.

The side of mathematics that is based on describing our world and solving practical problems is often carried out in the context of another area of study. Mathematics is used in a diverse range of disciplines as both a language and a tool to explore the universe; alongside this its applications include analyzing trends, making predictions, quantifying risk, exploring relationships and interdependence.

While these two different facets of mathematics may seem separate, they are often deeply connected. When mathematics is developed, history has taught us that a seemingly obscure, abstract mathematical theorem or fact may in time be highly significant. On the other hand, much mathematics is developed in response to the needs of other disciplines.

The two mathematics courses available to Diploma Programme (DP) students express both the differences that exist in mathematics described above and the connections between them. These two courses might approach mathematics from different perspectives, but they are connected by the same mathematical body of knowledge, ways of thinking and approaches to problems. The differences in the courses may also be related to the types of tools, for instance technology, that are used to solve abstract or practical problems. The next section will describe in more detail the two available courses.

Course Content

Objectives

Having followed the Diploma Programme course in Mathematics, Analysis and Approaches, students will be expected to:

• Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts.
• Recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems.
• 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.
• Use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems.
• Construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions.
• Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analyzing information, making conjectures, drawing conclusions, and testing their validity.

Teaching Approach

Despite the attitude that mathematics is all around us and everything can be described through its use this structural interconnection of mathematics and real-world is neither self-evident nor easily established. Let us call the process of translating a real-world problem into mathematics mathematicalization. The students should be introduced into mathematicalization slowly, progressively, methodically and systematically passing from very simple examples/cases to more complex ones. The variety of topics in the syllabus creates a conducive environment to this end.

Assessment

Course Introduction

Mathematical Studies (Standard Level) caters for students with varied backgrounds and abilities. More specifically it is designed to build confidence and encourage an appreciation of Mathematics in students who do not anticipate a need for Mathematics in their future studies. Students embarking on this course need to be equipped with fundamental skills and a rudimentary knowledge of basic processes.

The course concentrates on Mathematics which can be applied to contexts related to other curriculum subjects and topics that relate to home, work and leisure situations. The course includes project work: students must produce a project, a piece of written work based on personal research, guided and supervised by the teacher.

Course Content

The course covers pure Mathematics and some Statistics and Probability. There is no Mechanics or Decision Mathematics. Below is a brief list of the topic areas that will be covered:

• Number and Algebra
• Sets and Logic
• Geometry and Trigonometry
• Statistics and Probability
• Functions
• Financial mathematics
• Further Statistics and Probability
• Project work

Students complete a project that involves approximately twenty five hours of work in the classroom and at home.
A variety of teaching and learning methods will be used during the course. For example, there will be opportunities for whole group discussions, working through examples and exercises, note taking and problem solving. Graphic calculators are used.

Course Assessment

Internal tests will be set regularly throughout the course. There will be major internal exams at the end of the first year.

The Math Project, a project that is developed over the course, is also assessed internally and moderated by external examiners. The project, which is worth 20% of the overall assessment, will be an individual piece of work taking about 25 hours to complete. It will involve the collection and/or generation of data and the analysis and evaluation of that data.

External assessment is by examinations that are taken at the end of the two years:

• The first examination is 1 hour long, is worth 30% of the overall assessment and consists of 15 compulsory short response questions.
• The second examination is 2 hours long, is worth 50% of the overall assessment, and consists of 8 lengthy compulsory questions.

Introduction

The IB Biology course provides a body of knowledge on basic biological topics and some recent advances. It is hoped students will acquire scientific facts, terminology and methods of presenting scientific information and, at the same time, develop a broad, general understanding of the principles of Biology together with experimental and investigative scientific skills.

Throughout the course there will be emphasis on understanding the living world at all levels of organization, from the cell and its molecular structure to the interactions between living organisms and the environment that form the ecosystem dynamics.

Course Content

Apart from the theory taught in class, the course includes a large proportion of practical experimental work in the form of activities or investigations.

1. Theory:

There are 6 core topics for both Standard and Higher Level students:

• Cell Biology
• Molecular Biology
• Genetics
• Ecology
• Evolution and Biodiversity
• Human Physiology

Additionally, there are 5 topics for Higher Level students only (AHL):

• Nucleic acids
• Metabolism, cell respiration and photosynthesis
• Genetics and Evolution
• Animal Physiology
• Plant biology

Students must also study 1 further option. The option would be chosen among the topics: Neurobiology and Behaviour, Biotechnology and Bioinformatics, Ecology and Conservation or Human physiology. Higher Level students have additional material in each option.

2. Practical Work:

Different investigations and activities will be carried out during the two-year course. These may include in-class activities, short experiments and experimental projects in the lab, computer simulations, analysis and processing of data from databases, data gathering through questionnaires or surveys and fieldwork.

Course Assessment

Students’ progress will be continuously evaluated on the basis of class participation, diligence and performance in written assignments, quizzes and revision tests. Written work is assessed against criteria specified by the IB.

The final Diploma grade in the subject is determined by two assessment components:

Internal assessment: Individual investigation and Group 4 Project

This component is internally assessed by the subject teacher and externally moderated by the IBO. The grade awarded comprises20% of the final IB Diploma grade. It consists of an Individual investigation and an interdisciplinary science project, known as the Group 4 project.

The individual investigation is a scientific investigation performed by the student on a topic covered by the course. The assessment of the investigation will be based on 6 criteria including personal engagement, exploration, analysis, evaluation and communication. It should be 6-12 pages long.

The Group 4 project is a collaborative experience where concepts across the Group 4 science disciplines are shared. Students choose a broad topic that will then be investigated in each of the science disciplines. The emphasis is on the sharing of ideas, on the planning of investigations and on working successfully within a team.

External assessment: Written examinations

The final written examination takes place in May of the second year and comprises 80% of the final IB Diploma grade. It is externally assessed by the IBO.

It consists of 3 papers:

Paper 1: multiple–choice questions testing core topics for SL students and both core and AHL topics for HL students.

Paper 2: Data-based and short-answer questions plus one extended response question from a choice of two at SL and two extended response questions from a choice of three at HL on the same topics as paper 1.

Paper 3: Short-answer questions based on experimental skills and techniques, analysis and evaluation on experimental data in section A, along with short-answer and extended-response questions from one option in section B.

Progression - Usefulness

Biology is required for a carrier in medicine, paramedical services, veterinary medicine, nursing, dietetics, pharmacy, biotechnology, psychology, food and drugs industry, agriculture, conservation, environmental studies, teaching or performing experimental research. Various areas of research in biology are extremely challenging and many discoveries remain to be made!

Most universities offer courses in Biology and related subjects such as molecular and cell biology, genetics, applied biology, ecology, marine biology, human biology, physiology, biochemistry, zoology, environmental science and many others.

Biology is also a very worthwhile subject for those not intending to follow a scientific carrier because it provides knowledge of how our body functions and how it interacts with the environment and other living organisms. It is important to be aware of these interactions at a time when a growing human population is placing a great pressure on food supplies and on habitats of other species, threatening the planet we live on.

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Standard Level

Course Content

The Physics Standard Level course will cover the following topics:

1. Measurements and Uncertainties.
2. Mechanics.
3. Thermal Physics.
4. Waves.
5. Electricity and Magnetism.
6. Circular Motion and Gravitation
7. Atomic, Nuclear and Particle Physics.
8. Energy Production.

There is one option (topic chosen from a list proposed by the International Baccalaureate Organization) to be studied and provisionally this will be:

9. Astrophysics.

The course will also involve practical work during the two years, which will be internally assessed and externally moderated. The internal assessment consists of one scientific investigation. The criteria for assessment include:

a) Personal engagement
b) Exploration
c) Analysis
d) Evaluation
e) Communication

As part of the internal assessment process of science subjects, all students will participate in an interdisciplinary project called the Group 4 project. During an initial brainstorming session, a general topic will be chosen. In the following weeks, students will split into groups, in order to complete an investigation related with the topic and finally present their results on a poster.

Course Assessment

The final assessment (at the end of the two-year program) involves 3 written papers:

Paper 1: 30 multiple-choice questions to be answered in 45 minutes.
Paper 2: Several short-answer and extended-response questions in 1 hour and 15 minutes.
Paper 3: One data-based question, several short-answer questions on experimental work, short-answer questions and extended-response questions from one option in a total of 60 minutes.

Mathematical Requirements

Physics is a subject closely related to mathematics. Students taking Physics are advised to take Standard Level Mathematics or Higher Level Mathematics. Depending on their overall competency in mathematics, students taking Mathematical Studies SL may experience difficulties in applying certain areas of mathematics to the Physics Course (e.g. logarithms).

Higher Level

Course Content

The Physics Standard Level course will cover the following topics:

1. Measurements and Uncertainties.
2. Mechanics.
3. Thermal Physics.
4. Waves.
5. Wave Phenomena.
6. Electricity and Magnetism.
7. Circular Motion and Gravitation.
8. Fields.
9. Electromagnetic Induction.
10. Atomic, Nuclear and Particle Physics.
11. Quantum and Nuclear Physics.
12. Energy Production.

There is one option (topic chosen from a list proposed by the International Baccalaureate Organization) to be studied and provisionally this will be:

13. Astrophysics.

The course will also involve practical work during the two years, which will be internally assessed and externally moderated. The internal assessment consists of one scientific investigation. The criteria for assessment include:

a) Personal engagement
b) Exploration
c) Analysis
d) Evaluation
e) Communication

As part of the internal assessment process of science subjects, all students will participate in an interdisciplinary project called the Group 4 project. During an initial brainstorming session, a general topic will be chosen. In the following weeks, students will split into groups, in order to complete an investigation related with the topic and finally present their results on a poster.

Course Assessment

The final assessment involves 3 written papers:

Paper 1: 40 multiple-choice questions to be answered in 60 minutes.
Paper 2: Several short-answer and extended-response questions in 2 hours and 15 minutes.
Paper 3: One data-based question, several short-answer questions on experimental work, short-answer questions and extended-response questions from one option in a total of 1 hour and 15 minutes.

Mathematical Requirements

Physics is a subject closely related to mathematics. Students taking Physics are advised to take Standard Level Mathematics or Higher Level Mathematics. Depending on their overall competency in mathematics, students taking Mathematical Studies SL may experience difficulties in applying certain areas of mathematics to the Physics Course (e.g. logarithms).

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Course Content

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. There is a variety of approaches to the teaching of chemistry. By its very nature, chemistry lends itself to an experimental approach, and this is reflected throughout the course.

Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

The Diploma Programme chemistry course includes the essential principles of the subject but also, through selection of options, allows teachers some flexibility to tailor the course in order to meet the needs of their students. Both theory and experiments should be undertaken by all students and they should complement one another naturally, as they do in the wider scientific community. The Diploma Programme chemistry course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of science but also to develop interpersonal skills, and digital technology skills.

The course is available both at standard level (SL) and higher level (HL), and therefore accommodates students who wish to study science in higher education and those who do not. The course at both Standard and Higher Level does not require any particular background or prior learning.

Course Content (Standard Level)

The Chemistry Standard Level course will cover the following topics:

1. Stoichiometric relationships
2. Atomic structure
3. Periodicity
4. Chemical bonding and structure
5. Energetics/thermochemistry
6. Chemical kinetics
7. Equilibrium
8. Acids and bases
9. Redox processes
10. Organic chemistry
11. Measurement and data processing

Course Content (Higher Level)

The Chemistry Higher Level course will cover the topics covered in the Standard level section plus extension material on the same topics, apart from Topic 1 where the material is the same for both levels.

The course also requires selection of one of the following options:

• Materials
• Biochemistry
• Energy
• Medicinal chemistry

The options are common for both levels, but the Chemistry Higher Level students will also cover extension material for each option.

The course will also involve practical work during the 2 years. The practical scheme of the work includes:

• Practical activities
• Individual investigation (internal assessment—IA)
• Group 4 project

Course Assessment

The final grade is the result of external and internal assessment.

The final external assessment involves 3 written papers:

Paper 1: Multiple choice questions on core material.
Paper 2: Short-answer and extended-response questions on core material.
Paper 3: One data-based question and several short-answer questions on experimental work and short-answer and extended-response questions from one option.

The internal assessment task will be one scientific investigation taking about 10 hours and more specifically it will be a practical activity with a purposeful research question and a scientific rationale and also addressing many of the learner profile attributes. The task will have the same assessment criteria for SL and HL. The five assessment criteria are: personal engagement, exploration, analysis, evaluation and communication.

Objectives

Having followed the Chemistry Diploma Programme course, students will be expected to:

• demonstrate an understanding of scientific facts, concepts and terminology.
• apply and use appropriate methods and techniques to present and communicate scientific information.
• construct, analyse and evaluate research questions, predictions and scientific explanations.
• demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

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Course Description

Computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate.

The Diploma Programme computer science course is engaging, accessible, inspiring and rigorous. It has the following characteristics:

• draws on a wide spectrum of knowledge
• enables and empowers innovation, exploration and the acquisition of further knowledge
• interacts with and influences cultures, society and how individuals and societies behave
• raises ethical issues
• is underpinned by computational thinking.

Computational thinking involves the ability to:

• think procedurally, logically, concurrently, abstractly, recursively and think ahead
• utilize an experimental and inquiry-based approach to problem-solving
• develop algorithms and express them clearly
• appreciate how theoretical and practical limitations affect the extent to which problems can be solved computationally.

During the course the student will develop computational solutions. This will involve the ability to:

• identify a problem or unanswered question
• design, prototype and test a proposed solution liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

Prior Learning and Distinction between Higher and Standard Level

The school currently offers this subject at Higher Level only.

The study of computer science at HL demands a higher level of problem-solving skills and the ability to understand and manipulate abstract concepts. Although no previous knowledge of computer science is required, some exposure to programming is desirable.

Students at HL are required to study additional topics in the core, a case study and also extension material of a more demanding nature in the option chosen.

Syllabus Outline

The core topics that must be studied, including some practical work, are:

• Topic 1: System fundamentals
• Topic 2: Computer organization
• Topic 3: Networks
• Topic 4: Computational thinking, problem-solving and programming

The Higher Level extension topics relating to the core are:

• Topic 5: Abstract data structures
• Topic 6: Resource management
• Topic 7: Control

Additional subject content will be introduced at HL by the annually issued case study.

Finally, students study one of the following options:

Option A: Databases
Option B: Modeling and simulation
Option C: Web science
Option D: Object-oriented programming (OOP)

Objectives

Having followed the Diploma Programme course in Computer Science, students will be expected to:

• Demonstrate knowledge and understanding of specified content, methods, terminology.
• Apply and use relevant facts and concepts, relevant design methods and techniques, appropriate communication methods to present information.
• Construct, analyse, evaluate and formulate success criteria, solution specifications including task outlines, designs and test plans, appropriate techniques with a specified solution
• Demonstrate the personal skills of cooperation and perseverance as well as appropriate technical skills for effective problem solving in developing a specified product.

Course Assessment

The final Diploma grade in the subject is determined by two assessment components:

External

Paper 1, which consists of two compulsory sections:

Section A consists of several compulsory short answer questions
Section B consists of five compulsory structured questions.

Paper 2, which is linked to the option studied.
Paper 3, which consists of four compulsory questions based on a pre-seen case study.

Internal Assessment

a) The development of a computational solution, including a product and a 2,000 word written
supporting documentation.
b) The group 4 Project, a collaborative activity where students from different group 4 subjects
work together and are assessed using the criterion of Personal skills.

Aims & Objectives

The aims of the Diploma Programme History course are to promote:

1. the acquisition and understanding of historical knowledge in breadth and in depth, from different cultures
2. a developing appreciation and understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations
3. international awareness and understanding of people living in a variety of places at different times
4. a better understanding of the present through an understanding of the past
5. an ability to use and communicate historical knowledge and understanding
6. a lasting interest in history

Course Structure

The content of the IB History course at Anatolia will consist of the study of World History of the twentieth century, covering such topics as the authoritarian states and independence movements. In addition, Higher Level candidates will study the regional history of Europe in the twentieth century in rather more depth.

Skills taught and reinforced on the course will include writing clear academic essays, reading complex texts for information, developing of critical thinking and debate skills.

Course Assessment

The IB History examination at Standard Level consists of two papers:

a) a 1-hour document-based exam on Rights and Protest. The two case studies investigated are the Civil Rights Movement in the United States and Apartheid in South Africa.
b) a 1.5 hour essay-based exam on topics from 20th century world history

Higher Level candidates also have a third essay-based examination lasting 2.5 hours on European History.

In addition, all candidates must do a Historical Investigation of 2,200 words, which will be internally assessed by the teacher and moderated by the IBO.

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Nature of the Subject

Economics is a dynamic social science, forming part of group 3—individuals and societies. The study of economics is essentially about dealing with scarcity, resource allocation and the choices made by consumers, producers and governments in achieving economic well-being. As a social science, economics examines these choices through the use of models and theories that include quantitative and qualitative elements.

The IBDP Economics course emphasises microeconomic theories, which deal with economic variables affecting individuals, firms and specific markets, and macroeconomic theories, which deal with economic variables affecting countries, governments and societies. These economic theories are applied to real world issues with a focus on nine key concepts that underpin the economic course (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention) and are explored in different contexts.

The economics course encourages students to develop international perspectives, fosters a concern for global challenges, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will empower students to use their knowledge of economics to seek solutions to issues that matter to them. Economic students engage actively with the content and act independently to make their own economic choices.

The IB programme emphasises the skills of graphical, quantitative and written analysis, critical awareness and application of theories to real life examples. Students will also develop a conceptual understanding of economic choices, interactions, challenges and consequences of economic decision-making. The Economics course at both Standard and Higher Level does not require any particular background or prior learning.

Distinction between Higher and Standard Level:

All students study a common syllabus and are required to develop specific skills and techniques, attributes and knowledge. Higher level students are required to acquire a further body of knowledge in the form of HL extensions in some topics and to further develop their quantitative skills in analysing and evaluating economic relationships in order to provide informed policy advice.

Syllabus outline

The programme consists of four units, compulsory for all students. Some topics include further Higher Level material from which Standard Level students are exempt.

Unit 1: Introduction to economics

This unit introduces the fundamental concepts such as scarcity, choice, opportunity cost and the nature of the subject as a social science.

Unit 2: Microeconomics

This unit examines the interaction of demand and supply in competitive markets, the role of prices in allocating resources and resulting efficiency. Several types of elasticity are discussed. The common syllabus also includes possible forms of government intervention in markets; causes and types of market failure and possible policy responses.

This unit of the syllabus contains a considerable higher level extension which comprises of the theory of costs, revenues and profits, as well as an in-depth consideration of firm behaviour in different market structures (e.g. perfect competition, monopoly)

Unit 3: Macroeconomics

This unit aims to provide students with the opportunity for a detailed examination of the major macroeconomic issues facing countries’ economic growth, economic development, unemployment, inflation and income distribution. The economic policies that governments may use to influence macroeconomic variables are introduced and evaluated.

This unit contains a few Higher Level extension sub-topics.

Unit 4: The global economy

Unit 4 aims to develop an understanding of the benefits of trade and of possible restrictions imposed to protect domestic production. Students will learn how exchange rates are determined, why they may change and how such changes may influence macroeconomic variables. Government strategies used to achieve a balance between exports and imports are also taught.

The unit additionally provides students with the opportunity to understand the meaning of economic development, problems faced by developing countries, and to develop an awareness of possible solutions to these problems.

A number of Higher Level extension topics in this unit allow students to deepen their understanding of international and development economics issues.

Objectives

Having followed the Diploma Programme course in economics, students will be expected to:

• Demonstrate knowledge and understanding of specified content.
• Apply and analyse economic concepts and theories and interpret economic data.
• Demonstrate synthetic and evaluative abilities.
• Use and apply a variety of appropriate skills and techniques. At Higher Level only, students are also expected to select and use economic data to make policy recommendations.

Teaching Approach

Delivery of the economics course aims to develop in students the skills that are necessary in order to achieve the abovementioned objectives while promoting the IB Learner attributes. Teaching aims to engage students and to promote inquiry-based learning, for example by assigning small scale research projects, class presentations, debates or collaborative assignments. The course gives students the opportunity to explore economic theories or global issues using real world examples from news articles, case studies, videos and economic data. Students will be strongly encouraged to apply critical thinking skills creatively and to express personal opinion supported by reasoned evidence.   Links to Theory of Knowledge will be attempted by exploiting opportunities to reflect on the various ways of knowing and the on the methodology used by the social sciences.

Course Assessment

Students’ progress will be continuously evaluated on the basis of class participation, diligence, performance in written or oral assignments and revision tests. The latter are usually assessed against criteria specified by the IB.

The final Diploma grade in the subject is determined by two assessment components:

1. Internal assessment: Portfolio of 3 commentaries

This component is internally assessed by the teacher and externally moderated by the IB. Students produce a portfolio of three commentaries, of 800 words each, based on different units of the syllabus, and on published extracts from the news media, using different key concepts as a lens for their analysis. Internally assessed work begins in the second half of the first year and is concluded during the third term of the final year in the programme.

For Standard level students the internally assessed component counts towards 30% of the final Diploma grade.

For Higher level students the internally assessed component counts towards 20% of the final Diploma grade.

2. External assessment: Written examinations

Standard level students are examined on two different papers (an extended response paper and a data response paper) over a total response time of three hours. Higher level students are examined on three different papers (an extended response paper, a data response paper and a policy paper) over a total response time of four hours and 45 minutes. Emphasis is placed on the ability of students to apply and evaluate economic theory to real life situations.

For Standard level students the externally assessed component counts towards 70% of the final Diploma grade.

For Higher level students the externally assessed component counts towards 80% of the final Diploma grade.