The Six Subject Groups
IB Diploma Program there are parameters that are set by an international Board. This rigidity does ensure the IB DP is held in high regard.
To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups:
- their best language,
- additional language(s),
- social sciences,
- experimental sciences, and
- mathematics.
Students may choose either an arts subject from Group 6, or a second subject from Groups 1 to 5.
At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours).
In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service— are compulsory and central to the philosophy of the programme.
There are six subject groups underpinning the IB DP programme.
- STUDIES IN LANGUAGE AND LITERATURE
- LANGUAGE ACQUISITION
- INDIVIDUALS AND SOCIETIES
- SCIENCES
- MATHEMATICS
- THE ARTS
Living School will offer the following subjects from the six Subject Groups:

The Diploma Programme has Higher and Standard levels of subject content.
The IB has some rigidity in requirements, which means:
- 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 but we would not recommend such a feat as it will over-crowd a busy timetable and add more stress by having an unneeded increase in the student’s load.
- Higher Level – 240 hours per course
- Standard Level – 150 hours per course
- 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 GROUP DETAILS WITH LINKS
Expand each Subject Group to see a summary and further links to detailed outlines of the subjects on offer at Living School.
Subject Group One
GROUP ONE
STUDIES IN LANGUAGE AND LITERATURE
LANGUAGE A: LANGUAGE AND LITERATURE
High and Standard Level
The language A: language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.
This course will enable students:
- engage with a range of texts, in a variety of media and forms, from different periods, styles and cultures
- develop skills in listening, speaking, reading, writing, viewing, presenting and performing
- develop skills in interpretation, analysis and evaluation
- develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meaning
- develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings
- develop an understanding of the relationships between studies in language and literature and other disciplines
- communicate and collaborate in a confident and creative way
- foster a lifelong interest in and enjoyment of language and literature.
Subject Group Two
GROUP TWO
LANGUAGE ACQUISITION
AB INITIO - SPANISH
Standard Level
Language acquisition consists of two modern language courses—language ab initio and language B—designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. Offered at SL only, language ab initio is a language acquisition course designed for students with no previous experience in—or very little exposure to—the target language. Language ab initio students develop their receptive, productive and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts. Students develop the ability to communicate through the study of language, themes and texts.
There are five prescribed themes:
- identities,
- experiences,
- human ingenuity,
- social organization, and
- sharing the planet.
While the themes are common to both language ab initio and language B, the language ab initio syllabus additionally prescribes four topics for each of the five themes, for a total of 20 topics that must be addressed over the two years of the course. The following language acquisition aims are common to both language ab initio and language B.
This course will enable students:
- Develop international-mindedness through the study of languages, cultures, and 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, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.
- Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.
- Develop students’ awareness of the importance of language in relation to other areas of knowledge.
- Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.
- Provide students with a basis for further study, work and leisure through the use of an additional language.
- Foster curiosity, creativity and a lifelong enjoyment of language learning.
Subject Group Three
GROUP THREE
INDIVIDUALS AND SOCIETIES
GEOGRAPHY
Standard and High Level
Geography is a dynamic subject firmly grounded in the real world, and focuses on the interactions between individuals, societies and physical processes in both time and space. It seeks to identify trends and patterns in these interactions. It also investigates the way in which people adapt and respond to change, and evaluates actual and possible management strat-egies associated with such change. Geography describes and helps to explain the similarities and differences between different places, on a variety of scales and from different perspectives.
Geography as a subject is distinctive in its spatial dimension and occupies a middle ground between social or human sciences and natural sciences.
The course integrates physical, environmental and human geography, and students acquire elements of both socio-economic and scientific methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines, helping students develop life skills and have an appreciation of, and a respect for, alternative approaches, viewpoints and ideas. Students at both SL and HL are presented with a common core and optional geographic themes. HL students also study the HL core extension.
Although the skills and activity of studying geography are common to all students, HL students are required to acquire a further body of knowledge, to demonstrate critical evaluation and to further synthesise the concepts in the HL extension.
This course will enable students:
- develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales
- develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues, including:
- acquiring an in-depth understanding of how geographic issues, or wicked problems, have been shaped by powerful human and physical processes
- synthesizing diverse geographic knowledge in order to form viewpoints about how these issues could be resolved.
- understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.
HISTORY
only Standard Level
The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility.
The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.
Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer, and use of primary sources.
There are six key concepts that have particular prominence throughout the DP history course:
- change,
- continuity,
- causation,
- consequence,
- significance, and
- perspectives.
This course will enable students:
- develop an understanding of, and continuing interest in, the past
- encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments
- promote international-mindedness through the study of history from more than one region of the world
- develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives
- develop key historical skills, including engaging effectively with sources
- increase students’ understanding of themselves and of contempo-rary society by encouraging reflection on the past.
DIGITAL SOCIETY
Standard and high Level
Digital society is an interdisciplinary course within the individuals and societies subject group. The course is designed for young people interested in exploring the impact and importance of digital systems and technologies in the contemporary world. Digital society is intended to appeal to a broad range of teachers in the social studies, media, humanities, IT and related subject areas. The course integrates concepts, content and contexts through inquiry.
- Concepts such as expression, space and identity highlight powerful, pervasive and debatable perspectives that provide insight for inquiry.
- Content informs inquiry with details about digital systems including areas related to data, algorithms, media, AI, robotics and more.
- Contexts situate inquiry into areas significant to life in digital society including social, cultural and environmental contexts.
In addition, HL students consider important contemporary challenges and digital interventions.
This course will enable students:
- Focus inquiry using course concepts, content and contexts as well as real-world examples
- Explore diverse sources relevant to digital society
- Investigate impacts and implications of digital systems for people and communities
- Reflect on emerging trends, future developments and further insights
- Share discoveries about digital society with others
BUSINESS MANAGEMENT
Standard and high Level
The business management course is designed to meet the current and future needs of students who want to develop their knowledge of business content, concepts and tools to assist with business decision-making. Future employees, business leaders, entrepreneurs or social entrepreneurs need to be confident, creative and compassionate as change agents for business in an increasingly interconnected global marketplace. The business management course is designed to encourage the development of these attributes.
Through the exploration of four interdisciplinary concepts:
- creativity,
- change,
- ethics, and
- sustainability,
this course empowers students to explore these concepts from a business perspective.
Business management focuses on business functions, management processes and decision-making in contemporary contexts of strategic uncertainty.
Students examine how business decisions are influenced by factors that are internal and external to an organization and how these decisions impact upon a range of internal and external stakeholders. Emphasis is placed on strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing, and operations management.
Business management is a challenging and dynamic discipline that more than meets the needs of our students growing and developing in a complex business environment. This course prepares students to be global citizens ready to face up to the challenges and opportunities awaiting them in our ever-changing world.
This course will enable students:
- develop as confident, creative and compassionate business leaders, entrepreneurs, social entrepreneurs and as change agents
- foster an informed understanding of ethical and sustainable business practices
- explore the connections between individuals, businesses and society
- engage with decision-making as a process and a skill.
ENVIRONMENTAL SYSTEMS AND SOCIETIES
Standard and high Level
Environmental systems and societies (ESS) is an interdisciplinary course, encompassing both the sciences and individuals and societies and is offered at both standard level (SL) and higher level (HL). As such, ESS combines a mixture of methodologies, techniques and knowledge associated with both the sciences and individuals and societies.
ESS is both a complex and contemporary course that engages students in the challenges of 21st century environmental issues. Consequently, it requires its students to develop a diverse set of skills, knowledge and understanding from different disciplines.
Students develop a scientific approach through explorations of environmental systems. They also acquire understandings and methods from individuals and societies subjects whilst studying sustainability issues within social, cultural, economic, political, and ethical contexts.
The interdisciplinary nature of the course means students produce a synthesis of understanding from the various topics studied. It also emphasizes the ability to perform research and investigations and to participate in philosophical, ethical, and pragmatic discussions of the issues involved from the local through to the global level.
This course will enable students:
- develop understanding of their own environmental impact, in the broader context of the impact of humanity on the Earth and its biosphere
- develop knowledge of diverse perspectives to address issues of sustainability
- engage and evaluate the tensions around environmental issues using critical thinking
- develop a systems approach that provides a holistic lens for the exploration of environmental issues
- be inspired to engage in environmental issues across local and global contexts.
Because of the interdisciplinary nature of the subject, students can choose to study ESS to count as either a sciences or individuals and societies course, or as both. In this latter option, students have the opportunity to study an additional subject from any other subject group, including the sciences and individuals and societies subjects.
Subject Group Four
GROUP FOUR
EXPERIMENTAL SCIENCES
DESIGN TECHNOLOGY
Standard and high Level
The Diploma Programme design technology course aims to develop internationally minded people whose enhanced understanding of design and the technological world can facilitate our shared guardian-ship of the planet and create a better world. Inquiry and problem-solving are at the heart of the subject.
DP design technology requires the use of the design cycle as a tool, which pro-vides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. A solution can be defined as a model, prototype, product or system that students have developed independently.
DP design technology achieves a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework.
Through the overarching theme of the nature of design, the aim of the DP design technology course is to enable students to develop:
This course will enable students:
- a sense of curiosity as they acquire the skills necessary for independent and lifelong learning and action through inquiry into the technological world around them
- an ability to explore concepts, ideas and issues with personal, local and global significance to acquire in-depth knowledge and under-standing of design and technology
- initiative in applying thinking skills critically and creatively to identi-fy and resolve complex social and technological problems through reasoned ethical decision-making
- an ability to understand and express ideas confidently and creatively using a variety of communication techniques through collaboration with others
- a propensity to act with integrity and honesty, and take responsibility for their own actions in designing technological solutions to problems
- an understanding and appreciation of cultures in terms of global technological development, seeking and evaluating a range of perspectives
- a willingness to approach unfamiliar situations in an informed manner and explore new roles, ideas and strategies to confidently articulate and defend proposals
- an understanding of the contribution of design and technology to the promotion of intellectual, physical and emotional balance and the achievement of personal and social well-being
- >empathy, compassion and respect for the needs and feelings of others in order to make a positive difference to the lives of others and to the environment
- skills that enable them to reflect on the impacts of design and technology on society and the environment in order to develop their own learning and enhance solutions to technological problems.
BIOLOGY
only Standard Level
Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques. Biology is still a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment. By studying biology in the DP students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings
This course will enable students:
- appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
- acquire a body of knowledge, methods and techniques that characterize science and technology
- apply and use a body of knowledge, methods and techniques that characterise science and technology
- develop an ability to analyse, evaluate and synthesise scientific information
- develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
- develop experimental and investigative scientific skills including the use of current technologies
- develop and apply 21st century communication skills in the study of science
- become critically aware, as global citizens, of the ethical implica-tions of using science and technology
- develop an appreciation of the possibilities and limitations of sci-ence and technology
- develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge
CHEMISTRY
Standard and High Level
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills.
Chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science.
Both theory and practical work should be undertaken by all students as they complement one another naturally, both in school and in the wider scientific community.
The DP chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century.
By studying chemistry students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterises the subject.
Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings.
This course will enable students:
- appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
- acquire a body of knowledge, methods and techniques that characterise science and technology
- apply and use a body of knowledge, methods and techniques that characterise science and technology
- develop an ability to analyse, evaluate and synthesize scientific in-formation
develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities - develop experimental and investigative scientific skills including the use of current technologies
- develop and apply 21st century communication skills in the study of science
- become critically aware, as global citizens, of the ethical implications of using science and technology
- develop an appreciation of the possibilities and limitations of sci-ence and technology
- develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.
PHYSICS
Standard Level
Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and ex-traordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides helping us better understand the natural world, physics gives us the ability to alter our environments. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists.
By studying physics students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings.
This course will enable students:
- appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
- acquire a body of knowledge, methods and techniques that characterise science and technology
- apply and use a body of knowledge, methods and techniques that characterise science and technology
- develop an ability to analyse, evaluate and synthesise scientific information
- develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
- develop experimental and investigative scientific skills including the use of current technologies
- develop and apply 21st century communication skills in the study of science
- become critically aware, as global citizens, of the ethical implications of using science and technology
- develop an appreciation of the possibilities and limitations of science and technology
- develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.
ENVIRONMENTAL SYSTEMS AND SOCIETIES
Standard and high Level
Environmental systems and societies (ESS) is an interdisciplinary course, encompassing both the sciences and individuals and societies and is offered at both standard level (SL) and higher level (HL). As such, ESS combines a mixture of methodologies, techniques and knowledge associated with both the sciences and individuals and societies.
ESS is both a complex and contemporary course that engages students in the challenges of 21st century environmental issues. Consequently, it requires its students to develop a diverse set of skills, knowledge and understanding from different disciplines.
Students develop a scientific approach through explorations of environmental systems. They also acquire understandings and methods from individuals and societies subjects whilst studying sustainability issues within social, cultural, economic, political, and ethical contexts.
The interdisciplinary nature of the course means students produce a synthesis of understanding from the various topics studied. It also emphasizes the ability to perform research and investigations and to participate in philosophical, ethical, and pragmatic discussions of the issues involved from the local through to the global level.
This course will enable students:
- develop understanding of their own environmental impact, in the broader context of the impact of humanity on the Earth and its biosphere
- develop knowledge of diverse perspectives to address issues of sustainability
- engage and evaluate the tensions around environmental issues using critical thinking
- develop a systems approach that provides a holistic lens for the exploration of environmental issues
- be inspired to engage in environmental issues across local and global contexts.
Because of the interdisciplinary nature of the subject, students can choose to study ESS to count as either a sciences or individuals and societies course, or as both. In this latter option, students have the opportunity to study an additional subject from any other subject group, including the sciences and individuals and societies subjects.
SPORTS, EXERCISE AND HEALTH SCIENCES
Standard and high Level
Sports, exercise and health science (SEHS) is an experimental science course combining academic study with practical and investigative skills.
SEHS explores the science underpinning physical performance and provides the opportunity to apply these principles. The course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition.
Students cover a range of core and option topics, and carry out practical (experimental) investigations in both laboratory and field settings. The course offers a deeper understanding of the issues related to sports, exercise and health in the 21st century and addresses the international dimension and ethics related to both the individual and global context.
Apart from being worthy of study in its own right, SEHS is good prepa-ration for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries.
Both the SL and HL have a common core syllabus, internal assessment scheme, and overlapping elements in the options studied. While the skills and activities are common to all students, HL requires additional material and topics within the options.
Through studying any of the group 4 subjects, students should become aware of how scientists work and communicate, and the variety of forms of the “scientific method” with an emphasis on a practical approach through experimental work.
This course will enable students:
- appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
- acquire a body of knowledge, methods and techniques that characterize science and technology
apply and use a body of knowledge, methods and techniques that characterise science and technology - develop an ability to analyse, evaluate and synthesise scientific information
- develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
- develop experimental and investigative scientific skills including the use of current technologies
- develop and apply 21st century communication skills in the study of science
- become critically aware, as global citizens, of the ethical implications of using science and technology
- develop an appreciation of the possibilities and limitations of science and technology
- develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.
Subject Group Five
GROUP FIVE
MATHEMATICS
MATHEMATICS: ANALYSIS AND APPROACHES
Standard and High Level
Individual students have different needs, aspirations, interests and abilities. For this reason there are two different DP subjects in mathematics, Mathematics: analysis and approaches and Mathematics: applications and interpretation. Each course is designed to meet the needs of a particular group of students. Both courses are offered at SL and HL.
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.
This course will enable students:
- develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power
- develop an understanding of the concepts, principles and nature of mathematics
- communicate mathematics clearly, concisely and confidently in a variety of contexts
- develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics
- employ and refine their powers of abstraction and generalisation
- take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities
- appreciate how developments in technology and mathematics influ-ence each other
- appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics
- appreciate the universality of mathematics and its multicultural, inter-national and historical perspectives
- appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course
- develop the ability to reflect critically upon their own work and the work of others
- independently and collaboratively extend their understanding of mathematics.
MATHEMATICS: APPLICATIONS AND INTERPRETATION
Standard And High Level
Individual students have different needs, aspirations, interests and abilities. For this reason there are two different DP subjects in mathematics, Mathematics: analysis and approaches and Mathematics: applications and interpretation. Each course is designed to meet the needs of a particular group of students. Both courses are offered at SL and HL.
The IB DP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalisations.
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. 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.
This course will enable students:
- develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power develop an understanding of the concepts, principles and nature of mathematics
- communicate mathematics clearly, concisely and confidently in a variety of contexts
- develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics
- employ and refine their powers of abstraction and generalization
- take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities
- appreciate how developments in technology and mathematics influence each other
- appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics
- appreciate the universality of mathematics and its multicultural, international and historical perspectives
- appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course
- develop the ability to reflect critically upon their own work and the work of others
- independently and collaboratively extend their understanding of mathematics.
Subject Group Six
GROUP SIX
THE ARTS
THEATRE
Standard and High Level
The IB Diploma Programme theatre course is a multifaceted theatre-making course. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and as part of an ensemble. It offers the opportunity to engage actively in the creative process of inquiring, developing, presenting and evaluating. Students are encouraged to work as inquisitive and imaginative artists, transforming ideas into action and communicating these to an audience. Theatre students learn to apply research and theory to inform and contextualize their work as they experience the course through practical and physical engagement. They understand that knowledge resides in the body and that research can be conducted physically through both action and practice. In this respect, the theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre—as participants and spectators—they gain a richer understanding of themselves, their community and the world. Through the study of theatre, students strengthen their awareness of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes and their modes of presentation. This enables students to discover and engage with different forms of theatre across time, place and culture and promotes international-mindedness. Participation in the DP theatre course results in the development of both theatre and life skills; the building of confidence, imagination, creativity and a collaborative mindset.
This course will enable students:
- explore the diversity of the arts across time, cultures and contexts
- develop as imaginative and skilled creators and collaborators
- express ideas creatively and with competence in forms appropriate to the artistic discipline
- critically refl ct on the process of creating and experiencing the arts
- develop as informed, perceptive and analytical practitioners
- enjoy lifelong engagement with the arts.
In addition, the Theatre course is designed to:
- inquire into theatre and its contexts
- develop and practically apply theatre performance and production skills and elements, led by intentions
- create, present and evaluate theatre work both independently and collaboratively
- acquire the perspectives and intentions of an internationally-minded theatre-maker
- understand, appreciate and explore the relationship between theory and performance (HL only).
VISUAL ARTS
Standard and High 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.
The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course.
Students should be empowered to become autonomous, informed and skilled visual artists.
This course will enable students:
- enjoy lifelong engagement with the arts
- become informed, reflective and critical practitioners in the arts
- understand the dynamic and changing nature of the arts
- explore and value the diversity of the arts across time, place and cultures
- express ideas with confidence and competence
- develop perceptual and analytical skills.
In addition, the Visual Arts course is designed to:
- make artwork that is influenced by personal and cultural contexts
- become informed and critical observers and makers of visual culture and media
- develop skills, techniques and processes in order to communicate concepts and ideas.
MUSIC
Standard and High Level
The Diploma Programme Music course (for first teaching from 2020) has been designed to prepare the 21st century music student for a world in which global musical cultures and industries are rapidly changing. The course is grounded in the knowledge, skills and processes associated with the study of music and offers a strengthened approach to student creativity through practical, informed and purposeful explorations of diverse musical forms, practices and contexts.
The course also ensures a holistic approach to learning, with the roles of performer, creator and researcher afforded equal importance in all course components.
This course will enable students:
- explore a range of musical contexts and make links to, and between, different musical practices, conventions and forms of expression
- acquire, develop and experiment with musical competencies through a range of musical practices, conventions and forms of expression, both individually and in collaboration with others
- evaluate and develop critical perspectives on their own music and the work of others.
Alignment with DP arts courses:
The curriculum moves into alignment with other DP arts courses, through the clear articulation of the balance between the theoretical and practical disciplines of music.
A new set of assessment tasks that link directly to the processes and roles experienced in the curriculum have been developed. These robust tasks address the concept of holistic musical development by removing optionality (and thereby the possibility to specialize in one skill at the expense of others) and incorporating practical music-making into all tasks.
Assessment tasks are now presented as coursework, balanced between internal and external assessment.
There are three common components at SL and HL, with a discrete HL extension component which invites students to work within the parameters of real-life music industry practices.
Engagement with diverse musical material.
The new course seeks to be inclusive of students with wide-ranging personal and cultural musical backgrounds. In place of prescribed musical content, students and teachers in the new course have the agency to personalise unique approaches to musical forms, genres and pieces. The exploration of diverse musical material is focused through the lenses of four areas of inquiry.
DESIGN TECHNOLOGY
Standard and high Level – but this course can be difficult
The Diploma Programme design technology course aims to develop internationally minded people whose enhanced understanding of design and the technological world can facilitate our shared guardian-ship of the planet and create a better world. Inquiry and problem-solving are at the heart of the subject.
DP design technology requires the use of the design cycle as a tool, which pro-vides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. A solution can be defined as a model, prototype, product or system that students have developed independently.
DP design technology achieves a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework.
Through the overarching theme of the nature of design, the aim of the DP design technology course is to enable students to develop:
This course will enable students:
- a sense of curiosity as they acquire the skills necessary for independent and lifelong learning and action through inquiry into the technological world around them
- an ability to explore concepts, ideas and issues with personal, local and global significance to acquire in-depth knowledge and under-standing of design and technology
- initiative in applying thinking skills critically and creatively to identi-fy and resolve complex social and technological problems through reasoned ethical decision-making
- an ability to understand and express ideas confidently and creatively using a variety of communication techniques through collaboration with others
- a propensity to act with integrity and honesty, and take responsibility for their own actions in designing technological solutions to problems
- an understanding and appreciation of cultures in terms of global technological development, seeking and evaluating a range of perspectives
- a willingness to approach unfamiliar situations in an informed manner and explore new roles, ideas and strategies to confidently articulate and defend proposals
- an understanding of the contribution of design and technology to the promotion of intellectual, physical and emotional balance and the achievement of personal and social well-being
- >empathy, compassion and respect for the needs and feelings of others in order to make a positive difference to the lives of others and to the environment
- skills that enable them to reflect on the impacts of design and technology on society and the environment in order to develop their own learning and enhance solutions to technological problems.
GROUP ONE
STUDIES IN LANGUAGE AND LITERATURE
LANGUAGE A: LANGUAGE AND LITERATURE
High and Standard Level
The language A: language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.
This course will enable students:
- engage with a range of texts, in a variety of media and forms, from different periods, styles and cultures
- develop skills in listening, speaking, reading, writing, viewing, presenting and performing
- develop skills in interpretation, analysis and evaluation
- develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meaning
- develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings
- develop an understanding of the relationships between studies in language and literature and other disciplines
- communicate and collaborate in a confident and creative way
- foster a lifelong interest in and enjoyment of language and literature.
GROUP TWO
LANGUAGE ACQUISITION
AB INITIO - SPANISH
Standard Level
Language acquisition consists of two modern language courses—language ab initio and language B—designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. Offered at SL only, language ab initio is a language acquisition course designed for students with no previous experience in—or very little exposure to—the target language. Language ab initio students develop their receptive, productive and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts. Students develop the ability to communicate through the study of language, themes and texts.
There are five prescribed themes:
- identities,
- experiences,
- human ingenuity,
- social organization, and
- sharing the planet.
While the themes are common to both language ab initio and language B, the language ab initio syllabus additionally prescribes four topics for each of the five themes, for a total of 20 topics that must be addressed over the two years of the course. The following language acquisition aims are common to both language ab initio and language B.
This course will enable students:
- Develop international-mindedness through the study of languages, cultures, and 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, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.
- Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.
- Develop students’ awareness of the importance of language in relation to other areas of knowledge.
- Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.
- Provide students with a basis for further study, work and leisure through the use of an additional language.
- Foster curiosity, creativity and a lifelong enjoyment of language learning.
GROUP THREE
INDIVIDUALS AND SOCIETIES
GEOGRAPHY
Standard and High Level
Geography is a dynamic subject firmly grounded in the real world, and focuses on the interactions between individuals, societies and physical processes in both time and space. It seeks to identify trends and patterns in these interactions. It also investigates the way in which people adapt and respond to change, and evaluates actual and possible management strat-egies associated with such change. Geography describes and helps to explain the similarities and differences between different places, on a variety of scales and from different perspectives.
Geography as a subject is distinctive in its spatial dimension and occupies a middle ground between social or human sciences and natural sciences.
The course integrates physical, environmental and human geography, and students acquire elements of both socio-economic and scientific methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines, helping students develop life skills and have an appreciation of, and a respect for, alternative approaches, viewpoints and ideas. Students at both SL and HL are presented with a common core and optional geographic themes. HL students also study the HL core extension.
Although the skills and activity of studying geography are common to all students, HL students are required to acquire a further body of knowledge, to demonstrate critical evaluation and to further synthesise the concepts in the HL extension.
This course will enable students:
- develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales
- develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues, including:
- acquiring an in-depth understanding of how geographic issues, or wicked problems, have been shaped by powerful human and physical processes
- synthesizing diverse geographic knowledge in order to form viewpoints about how these issues could be resolved.
- understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.
HISTORY
only Standard Level
The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility.
The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.
Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer, and use of primary sources.
There are six key concepts that have particular prominence throughout the DP history course:
- change,
- continuity,
- causation,
- consequence,
- significance, and
- perspectives.
This course will enable students:
- develop an understanding of, and continuing interest in, the past
- encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments
- promote international-mindedness through the study of history from more than one region of the world
- develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives
- develop key historical skills, including engaging effectively with sources
- increase students’ understanding of themselves and of contempo-rary society by encouraging reflection on the past.
DIGITAL SOCIETY
Standard and high Level
Digital society is an interdisciplinary course within the individuals and societies subject group. The course is designed for young people interested in exploring the impact and importance of digital systems and technologies in the contemporary world. Digital society is intended to appeal to a broad range of teachers in the social studies, media, humanities, IT and related subject areas. The course integrates concepts, content and contexts through inquiry.
- Concepts such as expression, space and identity highlight powerful, pervasive and debatable perspectives that provide insight for inquiry.
- Content informs inquiry with details about digital systems including areas related to data, algorithms, media, AI, robotics and more.
- Contexts situate inquiry into areas significant to life in digital society including social, cultural and environmental contexts.
In addition, HL students consider important contemporary challenges and digital interventions.
This course will enable students:
- Focus inquiry using course concepts, content and contexts as well as real-world examples
- Explore diverse sources relevant to digital society
- Investigate impacts and implications of digital systems for people and communities
- Reflect on emerging trends, future developments and further insights
- Share discoveries about digital society with others
BUSINESS MANAGEMENT
Standard and high Level
The business management course is designed to meet the current and future needs of students who want to develop their knowledge of business content, concepts and tools to assist with business decision-making. Future employees, business leaders, entrepreneurs or social entrepreneurs need to be confident, creative and compassionate as change agents for business in an increasingly interconnected global marketplace. The business management course is designed to encourage the development of these attributes.
Through the exploration of four interdisciplinary concepts:
- creativity,
- change,
- ethics, and
- sustainability,
this course empowers students to explore these concepts from a business perspective.
Business management focuses on business functions, management processes and decision-making in contemporary contexts of strategic uncertainty.
Students examine how business decisions are influenced by factors that are internal and external to an organization and how these decisions impact upon a range of internal and external stakeholders. Emphasis is placed on strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing, and operations management.
Business management is a challenging and dynamic discipline that more than meets the needs of our students growing and developing in a complex business environment. This course prepares students to be global citizens ready to face up to the challenges and opportunities awaiting them in our ever-changing world.
This course will enable students:
- develop as confident, creative and compassionate business leaders, entrepreneurs, social entrepreneurs and as change agents
- foster an informed understanding of ethical and sustainable business practices
- explore the connections between individuals, businesses and society
- engage with decision-making as a process and a skill.
ENVIRONMENTAL SYSTEMS AND SOCIETIES
Standard and high Level
Environmental systems and societies (ESS) is an interdisciplinary course, encompassing both the sciences and individuals and societies and is offered at both standard level (SL) and higher level (HL). As such, ESS combines a mixture of methodologies, techniques and knowledge associated with both the sciences and individuals and societies.
ESS is both a complex and contemporary course that engages students in the challenges of 21st century environmental issues. Consequently, it requires its students to develop a diverse set of skills, knowledge and understanding from different disciplines.
Students develop a scientific approach through explorations of environmental systems. They also acquire understandings and methods from individuals and societies subjects whilst studying sustainability issues within social, cultural, economic, political, and ethical contexts.
The interdisciplinary nature of the course means students produce a synthesis of understanding from the various topics studied. It also emphasizes the ability to perform research and investigations and to participate in philosophical, ethical, and pragmatic discussions of the issues involved from the local through to the global level.
This course will enable students:
- develop understanding of their own environmental impact, in the broader context of the impact of humanity on the Earth and its biosphere
- develop knowledge of diverse perspectives to address issues of sustainability
- engage and evaluate the tensions around environmental issues using critical thinking
- develop a systems approach that provides a holistic lens for the exploration of environmental issues
- be inspired to engage in environmental issues across local and global contexts.
Because of the interdisciplinary nature of the subject, students can choose to study ESS to count as either a sciences or individuals and societies course, or as both. In this latter option, students have the opportunity to study an additional subject from any other subject group, including the sciences and individuals and societies subjects.
GROUP FOUR
EXPERIMENTAL SCIENCES
DESIGN TECHNOLOGY
Standard and high Level
The Diploma Programme design technology course aims to develop internationally minded people whose enhanced understanding of design and the technological world can facilitate our shared guardian-ship of the planet and create a better world. Inquiry and problem-solving are at the heart of the subject.
DP design technology requires the use of the design cycle as a tool, which pro-vides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. A solution can be defined as a model, prototype, product or system that students have developed independently.
DP design technology achieves a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework.
Through the overarching theme of the nature of design, the aim of the DP design technology course is to enable students to develop:
This course will enable students:
- a sense of curiosity as they acquire the skills necessary for independent and lifelong learning and action through inquiry into the technological world around them
- an ability to explore concepts, ideas and issues with personal, local and global significance to acquire in-depth knowledge and under-standing of design and technology
- initiative in applying thinking skills critically and creatively to identi-fy and resolve complex social and technological problems through reasoned ethical decision-making
- an ability to understand and express ideas confidently and creatively using a variety of communication techniques through collaboration with others
- a propensity to act with integrity and honesty, and take responsibility for their own actions in designing technological solutions to problems
- an understanding and appreciation of cultures in terms of global technological development, seeking and evaluating a range of perspectives
- a willingness to approach unfamiliar situations in an informed manner and explore new roles, ideas and strategies to confidently articulate and defend proposals
- an understanding of the contribution of design and technology to the promotion of intellectual, physical and emotional balance and the achievement of personal and social well-being
- >empathy, compassion and respect for the needs and feelings of others in order to make a positive difference to the lives of others and to the environment
- skills that enable them to reflect on the impacts of design and technology on society and the environment in order to develop their own learning and enhance solutions to technological problems.
BIOLOGY
only Standard Level
Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques. Biology is still a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment. By studying biology in the DP students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings
This course will enable students:
- appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
- acquire a body of knowledge, methods and techniques that characterize science and technology
- apply and use a body of knowledge, methods and techniques that characterise science and technology
- develop an ability to analyse, evaluate and synthesise scientific information
- develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
- develop experimental and investigative scientific skills including the use of current technologies
- develop and apply 21st century communication skills in the study of science
- become critically aware, as global citizens, of the ethical implica-tions of using science and technology
- develop an appreciation of the possibilities and limitations of sci-ence and technology
- develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge
CHEMISTRY
Standard and High Level
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills.
Chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science.
Both theory and practical work should be undertaken by all students as they complement one another naturally, both in school and in the wider scientific community.
The DP chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century.
By studying chemistry students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterises the subject.
Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings.
This course will enable students:
- appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
- acquire a body of knowledge, methods and techniques that characterise science and technology
- apply and use a body of knowledge, methods and techniques that characterise science and technology
- develop an ability to analyse, evaluate and synthesize scientific in-formation
develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities - develop experimental and investigative scientific skills including the use of current technologies
- develop and apply 21st century communication skills in the study of science
- become critically aware, as global citizens, of the ethical implications of using science and technology
- develop an appreciation of the possibilities and limitations of sci-ence and technology
- develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.
PHYSICS
Standard Level
Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and ex-traordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides helping us better understand the natural world, physics gives us the ability to alter our environments. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists.
By studying physics students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings.
This course will enable students:
- appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
- acquire a body of knowledge, methods and techniques that characterise science and technology
- apply and use a body of knowledge, methods and techniques that characterise science and technology
- develop an ability to analyse, evaluate and synthesise scientific information
- develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
- develop experimental and investigative scientific skills including the use of current technologies
- develop and apply 21st century communication skills in the study of science
- become critically aware, as global citizens, of the ethical implications of using science and technology
- develop an appreciation of the possibilities and limitations of science and technology
- develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.
ENVIRONMENTAL SYSTEMS AND SOCIETIES
Standard and high Level
Environmental systems and societies (ESS) is an interdisciplinary course, encompassing both the sciences and individuals and societies and is offered at both standard level (SL) and higher level (HL). As such, ESS combines a mixture of methodologies, techniques and knowledge associated with both the sciences and individuals and societies.
ESS is both a complex and contemporary course that engages students in the challenges of 21st century environmental issues. Consequently, it requires its students to develop a diverse set of skills, knowledge and understanding from different disciplines.
Students develop a scientific approach through explorations of environmental systems. They also acquire understandings and methods from individuals and societies subjects whilst studying sustainability issues within social, cultural, economic, political, and ethical contexts.
The interdisciplinary nature of the course means students produce a synthesis of understanding from the various topics studied. It also emphasizes the ability to perform research and investigations and to participate in philosophical, ethical, and pragmatic discussions of the issues involved from the local through to the global level.
This course will enable students:
- develop understanding of their own environmental impact, in the broader context of the impact of humanity on the Earth and its biosphere
- develop knowledge of diverse perspectives to address issues of sustainability
- engage and evaluate the tensions around environmental issues using critical thinking
- develop a systems approach that provides a holistic lens for the exploration of environmental issues
- be inspired to engage in environmental issues across local and global contexts.
Because of the interdisciplinary nature of the subject, students can choose to study ESS to count as either a sciences or individuals and societies course, or as both. In this latter option, students have the opportunity to study an additional subject from any other subject group, including the sciences and individuals and societies subjects.
SPORTS, EXERCISE AND HEALTH SCIENCES
Standard and high Level
Sports, exercise and health science (SEHS) is an experimental science course combining academic study with practical and investigative skills.
SEHS explores the science underpinning physical performance and provides the opportunity to apply these principles. The course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition.
Students cover a range of core and option topics, and carry out practical (experimental) investigations in both laboratory and field settings. The course offers a deeper understanding of the issues related to sports, exercise and health in the 21st century and addresses the international dimension and ethics related to both the individual and global context.
Apart from being worthy of study in its own right, SEHS is good prepa-ration for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries.
Both the SL and HL have a common core syllabus, internal assessment scheme, and overlapping elements in the options studied. While the skills and activities are common to all students, HL requires additional material and topics within the options.
Through studying any of the group 4 subjects, students should become aware of how scientists work and communicate, and the variety of forms of the “scientific method” with an emphasis on a practical approach through experimental work.
This course will enable students:
- appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
- acquire a body of knowledge, methods and techniques that characterize science and technology
apply and use a body of knowledge, methods and techniques that characterise science and technology - develop an ability to analyse, evaluate and synthesise scientific information
- develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
- develop experimental and investigative scientific skills including the use of current technologies
- develop and apply 21st century communication skills in the study of science
- become critically aware, as global citizens, of the ethical implications of using science and technology
- develop an appreciation of the possibilities and limitations of science and technology
- develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.
GROUP FIVE
MATHEMATICS
MATHEMATICS: ANALYSIS AND APPROACHES
Standard and High Level
Individual students have different needs, aspirations, interests and abilities. For this reason there are two different DP subjects in mathematics, Mathematics: analysis and approaches and Mathematics: applications and interpretation. Each course is designed to meet the needs of a particular group of students. Both courses are offered at SL and HL.
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.
This course will enable students:
- develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power
- develop an understanding of the concepts, principles and nature of mathematics
- communicate mathematics clearly, concisely and confidently in a variety of contexts
- develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics
- employ and refine their powers of abstraction and generalisation
- take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities
- appreciate how developments in technology and mathematics influ-ence each other
- appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics
- appreciate the universality of mathematics and its multicultural, inter-national and historical perspectives
- appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course
- develop the ability to reflect critically upon their own work and the work of others
- independently and collaboratively extend their understanding of mathematics.
MATHEMATICS: APPLICATIONS AND INTERPRETATION
Standard And High Level
Individual students have different needs, aspirations, interests and abilities. For this reason there are two different DP subjects in mathematics, Mathematics: analysis and approaches and Mathematics: applications and interpretation. Each course is designed to meet the needs of a particular group of students. Both courses are offered at SL and HL.
The IB DP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalisations.
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. 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.
This course will enable students:
- develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power develop an understanding of the concepts, principles and nature of mathematics
- communicate mathematics clearly, concisely and confidently in a variety of contexts
- develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics
- employ and refine their powers of abstraction and generalization
- take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities
- appreciate how developments in technology and mathematics influence each other
- appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics
- appreciate the universality of mathematics and its multicultural, international and historical perspectives
- appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course
- develop the ability to reflect critically upon their own work and the work of others
- independently and collaboratively extend their understanding of mathematics.
GROUP SIX
THE ARTS
THEATRE
Standard and High Level
The IB Diploma Programme theatre course is a multifaceted theatre-making course. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and as part of an ensemble. It offers the opportunity to engage actively in the creative process of inquiring, developing, presenting and evaluating. Students are encouraged to work as inquisitive and imaginative artists, transforming ideas into action and communicating these to an audience. Theatre students learn to apply research and theory to inform and contextualize their work as they experience the course through practical and physical engagement. They understand that knowledge resides in the body and that research can be conducted physically through both action and practice. In this respect, the theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre—as participants and spectators—they gain a richer understanding of themselves, their community and the world. Through the study of theatre, students strengthen their awareness of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes and their modes of presentation. This enables students to discover and engage with different forms of theatre across time, place and culture and promotes international-mindedness. Participation in the DP theatre course results in the development of both theatre and life skills; the building of confidence, imagination, creativity and a collaborative mindset.
This course will enable students:
- explore the diversity of the arts across time, cultures and contexts
- develop as imaginative and skilled creators and collaborators
- express ideas creatively and with competence in forms appropriate to the artistic discipline
- critically refl ct on the process of creating and experiencing the arts
- develop as informed, perceptive and analytical practitioners
- enjoy lifelong engagement with the arts.
In addition, the Theatre course is designed to:
- inquire into theatre and its contexts
- develop and practically apply theatre performance and production skills and elements, led by intentions
- create, present and evaluate theatre work both independently and collaboratively
- acquire the perspectives and intentions of an internationally-minded theatre-maker
- understand, appreciate and explore the relationship between theory and performance (HL only).
VISUAL ARTS
Standard and High 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.
The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course.
Students should be empowered to become autonomous, informed and skilled visual artists.
This course will enable students:
- enjoy lifelong engagement with the arts
- become informed, reflective and critical practitioners in the arts
- understand the dynamic and changing nature of the arts
- explore and value the diversity of the arts across time, place and cultures
- express ideas with confidence and competence
- develop perceptual and analytical skills.
In addition, the Visual Arts course is designed to:
- make artwork that is influenced by personal and cultural contexts
- become informed and critical observers and makers of visual culture and media
- develop skills, techniques and processes in order to communicate concepts and ideas.
MUSIC
Standard and High Level
The Diploma Programme Music course (for first teaching from 2020) has been designed to prepare the 21st century music student for a world in which global musical cultures and industries are rapidly changing. The course is grounded in the knowledge, skills and processes associated with the study of music and offers a strengthened approach to student creativity through practical, informed and purposeful explorations of diverse musical forms, practices and contexts.
The course also ensures a holistic approach to learning, with the roles of performer, creator and researcher afforded equal importance in all course components.
This course will enable students:
- explore a range of musical contexts and make links to, and between, different musical practices, conventions and forms of expression
- acquire, develop and experiment with musical competencies through a range of musical practices, conventions and forms of expression, both individually and in collaboration with others
- evaluate and develop critical perspectives on their own music and the work of others.
Alignment with DP arts courses:
The curriculum moves into alignment with other DP arts courses, through the clear articulation of the balance between the theoretical and practical disciplines of music.
A new set of assessment tasks that link directly to the processes and roles experienced in the curriculum have been developed. These robust tasks address the concept of holistic musical development by removing optionality (and thereby the possibility to specialize in one skill at the expense of others) and incorporating practical music-making into all tasks.
Assessment tasks are now presented as coursework, balanced between internal and external assessment.
There are three common components at SL and HL, with a discrete HL extension component which invites students to work within the parameters of real-life music industry practices.
Engagement with diverse musical material.
The new course seeks to be inclusive of students with wide-ranging personal and cultural musical backgrounds. In place of prescribed musical content, students and teachers in the new course have the agency to personalise unique approaches to musical forms, genres and pieces. The exploration of diverse musical material is focused through the lenses of four areas of inquiry.
DESIGN TECHNOLOGY
Standard and high Level – but this course can be difficult
The Diploma Programme design technology course aims to develop internationally minded people whose enhanced understanding of design and the technological world can facilitate our shared guardian-ship of the planet and create a better world. Inquiry and problem-solving are at the heart of the subject.
DP design technology requires the use of the design cycle as a tool, which pro-vides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. A solution can be defined as a model, prototype, product or system that students have developed independently.
DP design technology achieves a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework.
Through the overarching theme of the nature of design, the aim of the DP design technology course is to enable students to develop:
This course will enable students:
- a sense of curiosity as they acquire the skills necessary for independent and lifelong learning and action through inquiry into the technological world around them
- an ability to explore concepts, ideas and issues with personal, local and global significance to acquire in-depth knowledge and under-standing of design and technology
- initiative in applying thinking skills critically and creatively to identi-fy and resolve complex social and technological problems through reasoned ethical decision-making
- an ability to understand and express ideas confidently and creatively using a variety of communication techniques through collaboration with others
- a propensity to act with integrity and honesty, and take responsibility for their own actions in designing technological solutions to problems
- an understanding and appreciation of cultures in terms of global technological development, seeking and evaluating a range of perspectives
- a willingness to approach unfamiliar situations in an informed manner and explore new roles, ideas and strategies to confidently articulate and defend proposals
- an understanding of the contribution of design and technology to the promotion of intellectual, physical and emotional balance and the achievement of personal and social well-being
- >empathy, compassion and respect for the needs and feelings of others in order to make a positive difference to the lives of others and to the environment
- skills that enable them to reflect on the impacts of design and technology on society and the environment in order to develop their own learning and enhance solutions to technological problems.
SUMMARY
The International Baccalaureate Diploma Program offers a rigorous and holistic educational experience that not only prepares students for academic success but also fosters the development of well-rounded, globally-minded individuals.
However, this is not a programme for elite academic, ‘study-conscious’ students. It is broad and holistic. It offers a wide-range of choices. But you do need to map out the subject choices carefully. The above are all that Living School offers – and these subject choices will only run if we have the numbers.