IB Diploma Options - Nord Anglia Education
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IB Diploma Options 2020-2021
Table of Contents
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1
The International Baccalaureate
Diploma Programme
The International Baccalaureate qualification which, depending The scores from each of the six
aims to develop inquiring, on the level awarded, will allow subjects, along with marks gained
knowledgeable and caring young students access to the most from the ToK and the extended
people who help to create a better prestigious undergraduate courses essay, add up to a total Diploma
and more peaceful world through in the world. Universities not only score out of 45. Students must gain
intercultural understanding and value the Diploma’s academic rigour, a minimum of 24 points to gain the
respect. but the course’s development of full IB diploma.
critical thinkers who have sufficient
To this end, the organisation works
depth of knowledge to move
with schools, governments and
successfully onto higher education.
international organisations to
develop challenging programmes The programme aims to develop
of international education and students who have excellent
rigorous assessment. These breadth and depth of knowledge
programmes encourage students – students who flourish physically,
across the world to become active, intellectually, emotionally and
compassionate and lifelong learners ethically.
who understand that other people
The Diploma is a matriculation
may have different, yet very valid
examination; each student takes six
viewpoints.
subjects, three at Higher Level and
The Full IB Diploma is an three at Standard Level, along with a
academically rigorous and course in critical thinking (Theory of
challenging programme. Successful Knowledge -ToK), an extended piece
IB Diploma students demonstrate of research (the Extended Essay)
organisation, hard work and and a personal involvement in their
academic ability. It is a two-year community through Creativity,
pre-university course and leads Activity, Service (CAS).
to an internationally recognised
2
Choice Subjects
Choice of Subjects
Diploma Programme
The
TheDiploma
Diplomaregulations
regulationsrequire
require Swissuniversities
Swiss universitieshave
haveparticularly
particularly Each
Eachofofthe
thesix
sixchosen
chosensubjects
subjectsisis
that
that students select threeHigher
students select three Higher stringentadmission
stringent admissioncriteria
criteriaand require graded
gradedfrom
from11toto77andandstudents
students
Level
level subjects, three Standard Level
subjects, three Standard level aand requireofa32
minimum minimum
points. Theof 32Ecole must
must score 24 points or abovein
score 24 points or above
subjects, undertake a Theory
subjects, undertake a Theory of of points. The Ecole
polytechnique Polytechnique
fédérale de Lausanne their exams
in their examsat the endend
at the of the second
of the
Knowledge
Knowledgeprogramme
programme(including
(including (EPFL) and the Eidgenössischeand
Fédérale de Lausanne (EPFL) year,
secondcomplete the Extended
year, complete Essay,
the Extended
the IB graded ToK assessments),
the IB graded ToK assessments), the Eidgenössische
Technische Hochschule Technische
Zürich the ToKthe
Essay, assessments and theand
ToK assessments CAS
complete
completean anExtended
ExtendedEssayEssayandand Hochschule Zürich (ETHZ)
(ETHZ) require a minimum of require
38 points, programme in order to
the CAS programme inbe awarded
order to be
meet
meet the CAS requirements inorder
the CAS requirements in a minimum of 38 points, not
not including points earned for ToK or the IB Diploma.
awarded the IB Diploma.
to be eligible
order for thefor
to be eligible fullthe
Diploma.
full includingessay.
Extended pointsThey
earned alsofor ToK ora
require The
Thefollowing
followingpages
pageswill
willoutline
outline
The
diploma. The subjects chosenfrom
subjects chosen must be Extended
science Essay.
choice They also
(Biology, require
Physics or a what the different
what the different groupsofofthe
groups theIBIB
each
mustofbethe subject
from each groups, as
of the subject science choice
Chemistry) (Biology,
or Maths to bePhysics
studiedor at Diploma
Diplomaareareand
andthe
thecourses
coursesthat
that
outlined
groups, as in outlined
the Diploma
in thehexagon
Diploma higher level. Group 6 subjects do notat
Chemistry) or Maths to be studied
may be offered at LCIS.
may be offered at LCIS.
below. Students must also
hexagon below. Students must select a higher
count aslevel. Group
eligible 6 subjects
courses do not
for Swiss
6th
alsosubject
select afrom
6th any of the
subject groups.
from any count as eligible
universities. We are courses for Swiss
very happy to meet
Available subject choices offered
of the groups. Available subject by with any parents who may be to
universities. We are very happy
LCIS are offered
choices dependent on the
by LCIS arenumber meet with any
considering parents
a Swiss who may
university for be
their
of students opting
dependent on the for that subject.
number of considering a Swiss university for
son or daughter to explain this in more
students their son or daughter to explain this
For furtheropting
detailsforplease
that subject.
see the detail.
For further details please see 34
theof in more detail.
Group 1 to 6 options on page
Group
this 1 to 6 options on page 40 of
booklet.
this booklet.
The choice of subjects is governed
The
by thechoice of subjects
Diploma regulationsis governed
and
by the diploma regulations
depends on the student’s course and
also depends
selection on theeducation.
for further student’s
course selection
Several universityfor further
courses
education.require
worldwide A number of university
specific subject
choices. The staff at LCIS arespecific
courses worldwide require very
subject choices. The staff
happy to offer guidance as to what at LCIS
arethe
are verymost
happy to offer guidance
appropriate courses as
to
to what
select. are the most appropriate
courses to select.
3
5
IB Diploma Options
Studies in
Language
and Literature
Available subject choices offered by LCIS are
dependent on the number of students opting for
that subject
Group 1 – Studies in Language and Literature
Language A (Mother tongue) and two units on the study of • Stereotypes (gender, ethnicity)
English Language and Literature literature. • Popular culture (comics, soap
(HL/SL) operas)
Part 1:
• Language and the state (public
French Language and Literature Language in a cultural context
information, legislation)
(HL/SL)
Part 2: • Media institutions (television
School Supported Self-taught Language and mass communication channels, internet search engines)
Literature (SL) - Independent learner • Rhetoric (persuasive language,
Part 3:
course advertising, appeals)
Literature – texts and contexts
Language A: English Language and Literature
Part 4:
Literature The literature units provide students
Literature – critical study
The study of literary and non- with an understanding of world
literary texts is central to an active Language literature through a selection of
engagement with language and The language units provide students writers and genres to explore the
culture. A key aim of the Language with a rich study of different text connections between content,
and Literature course is to types to learn about different context, language, form and style.
encourage students to question the cultures and to explore how we see Students will study prose (fiction
meaning generated by language and understand the world we live and non-fiction), poetry, drama, and
and texts, helping students to focus in. These text types include articles, at least one work in translation.
closely on the language of the texts opinion columns, photographs,
they study and to become aware of videos, adverts, electronic texts,
the role of each text’s wider context cartoons, and many more. Students
in shaping its meaning. will carefully analyse these texts
to find context, tone, audience,
In the Diploma Programme, there is
purpose, structural devices and
a strong emphasis on encouraging
stylistic features.
students to develop intercultural
understanding, open- mindedness, Typical language units may include:
and the attitudes necessary for them • Language and the individual
to respect and evaluate a range (language profile/identity)
of points of view. The Language • Language and power (linguistic
and Literature programme looks imperialism, propaganda)
at a variety of texts from different • Language and belief (religious
nations, genres, and time periods, to discourse, mythology)
help students to understand global • Language and taboo (swearing,
issues and themes. political correctness)
• Textual bias (news reporting,
The course is divided into four parts:
sports coverage)
two units on the study of language
5
Group 1 – Studies in Language and Literature
Language A: French Language and Distinction between SL and HL Self-Taught Literature
Literature The model for Language A: If, for any reason, LCIS cannot
The Language A: Language and Language and Literature is the offer a Language A course in a
Literature course comprises four same at SL and HL, but there student’s mother tongue, a self-
parts—two relate to the study of are significant quantitative and taught language option will be
language and two to the study of qualitative differences between the offered to those students who have
literature. levels. demonstrated sufficient academic
ability in the target language, as well
The study of the texts produced in In the literature sections the number
as focus and self-motivation.
a language is central to an active of texts prescribed is greater at HL
engagement with language and than at SL. In the language sections This is only offered by the IB at SL.
culture and, by extension, to how we students are generally expected to The school will endeavour, but
see and understand the world in which cover many more texts of all kinds at cannot guarantee, to offer a tutor
we live. A key aim of the Language A: HL than at SL. who will support the student. Tutors
Language and Literature course is to for the self-taught language options
Two of the assessment tasks at SL
encourage students to question the are not always literature teachers.
are significantly easier than the
meaning generated by language and
comparable tasks at HL. The first is Self-taught courses follow the taught
texts, which, it can be argued, is rarely
the Paper 1 textual analysis, where SL literature programmes, however
straightforward and unambiguous.
SL students address and analyse assessments are all set and marked
Helping students to focus closely on
only one passage, while HL students by the IB organization. Assessments
the language of the texts they study
make a comparative analysis of for taught programmes, on the other
and to become aware of the role of
two passages. The second is the hand, are set and graded by our
each text’s wider context in shaping its
written tasks, where HL students teachers, although the IB moderates
meaning is central to the course.
must produce four tasks, rather than these grades.
The language A: Language and the three produced by SL students.
Self-taught can be offered to
Literature course aims to develop Two of these tasks are submitted
suitable students in all of the major
the skills of textual analysis and for external assessment at HL, while
languages (for exact choices, please
the understanding that texts, both only one is submitted at SL. One
see the DP Coordinator).
literary and non-literary, can be seen of the assessed tasks submitted at
as autonomous yet simultaneously HL must be a critical response that
related to culturally determined addresses one of six set questions
reading practices. and requires students to explore the
values, attitudes and beliefs that are
This Diploma course is offered at
implied in the texts they select for
Standard and Higher levels.
this task.
Assessment
External assessment (Written papers and external marked written assignment) 65%
Internal assessment (marked by teacher but moderated by the IB) 35%
6
IB Diploma Options Language Acquisition
Available subject choices offered by LCIS are
dependent on the number of students opting
for that subject
Group 2 – Language Acquisition
Language B 6. provide students with a basis for Syllabus Outline
Group 2 consists of two modern further study, work and leisure The Language Ab Initio course is
language courses, language Ab Initio through the use of an additional organized into three themes.
and Language B, that may be offered language • Individual and society
in French, English or Spanish. 7. provide the opportunity for • Leisure and work
enjoyment, creativity and • Urban and rural environment
Language Ab Initio and Language
intellectual stimulation through
B are language acquisition courses Each theme has a list of topics
knowledge of an additional
designed to provide students with that provide the students with
language.
the necessary skills and intercultural opportunities to practise and
understanding to enable them to Ab Initio (SL only) explore the language as well
communicate successfully in an Ab Initio is designed as a primary as to develop intercultural
environment where the language language acquisition course and, as understanding. Through the
studied is spoken. This process such, is for those who have little or development of receptive,
encourages the learner to go beyond no prior experience. productive and interactive
the confines of the classroom, skills, students should be
The overall objective of this course is
expanding an awareness of the able to respond and interact
for students to achieve competence
world and fostering respect for appropriately in a defined range
in communication in a variety of
cultural diversity. of everyday situations.
everyday situations.
The aims of group 2 are to:
Assessment:
1. develop students’ intercultural
Internal: 25% External: 75%
understanding
2. enable students to understand
and use the language they have
studied in a range of contexts and
for a variety of purposes
3. encourage, through the study
of texts and through social
interaction, an awareness and
appreciation of the different
perspectives of people from other
cultures
4. develop students’ awareness of
the role of language in relation to
other areas of knowledge
5. develop students’ awareness
of the relationship between the
languages and cultures with
which they are familiar
8
B Diploma Options
Standard and Higher level (SL or HL) Syllabus Outline
Language B is an additional The core–with topics common to
language-learning course designed both levels
for students with some previous • Communication and media
learning of that language. It may be • Global issues
studied at either SL or HL. The main • Social relationships
focus of the course is on language
Options – students select with the
acquisition and development of
agreement of their teacher two
language skills. These language
from the following five options
skills will be developed through
with topics common to both
the study and use of a range of
levels
written and spoken material. Such
material will extend from everyday • Cultural diversity
oral exchanges to literary texts, • Customs and traditions
and will be related to the culture(s) • Health
concerned. The material will be • Leisure
chosen to enable students to • Science and technology
develop mastery of language skills
HL: students read two works of
and intercultural understanding.
literature of everyday situations.
It will not be intended solely
for the study of specific subject
Assessment:
matter or content wSL and HL are
Internal: 30% External: 70%
differentiated by the recommended
number of teaching hours, the
depth of syllabus coverage, the
study of literature at HL, and the
level of difficulty and demands of
assessment and assessment criteria.
All Group 2 subjects share the same
aims.
9IB Diploma Options
Individuals
& SocietiesAvailable subject choices offered by LCIS are
dependent on the number of students opting
for that subject
Group 3 – Individuals and Societies
Studying any one of the individuals 4. promote the appreciation of the The Geography programme
and societies subjects ensures way in which learning is relevant integrates both physical and
the development of a critical to both the culture in which the human geography, and ensures
appreciation of human experience student lives, and the culture of that students acquire elements of
and behaviour; the varieties of other societies both scientific and socio-economic
physical, economic and social 5. develop an awareness in the methodologies. It examines relevant
environments that people inhabit; student that human attitudes and concepts and ideas from a wide
and the history of social and opinions are widely diverse and variety of disciplines, helping
cultural institutions. In addition, that a study of society requires an students to develop an appreciation
each subject is designed to foster appreciation of such diversity of alternative approaches,
in students the capacity to identify, 6. enable the student to viewpoints and ideas.
to analyse critically and to evaluate recognise that the content and
The aims of the Geography course
theories, concepts and arguments methodologies of the subjects in
at SL and HL are to:
relating to the nature and activities group 3 are contestable and that
1. develop an understanding of
of individuals and societies. their study requires the toleration
the interrelationships between
of uncertainty.
The aims of all subjects in Group 3 – people, places, spaces and the
Individuals and Societies are to: Geography environment
1. encourage the systematic Geography is a dynamic subject that 2. develop a concern for human
and critical study of: human is firmly grounded in the real world welfare and the quality of
experience and behaviour; and focuses on the interactions the environment, and an
physical, economic and social between individuals, societies understanding of the need
environments; the history and and the physical environment in for planning and sustainable
development of social and both time and space. It seeks to management
cultural institutions identify trends and patterns in 3. appreciate the relevance
2. develop in the student the these interactions and examines of geography in analysing
capacity to identify, to analyse the processes behind them. It also contemporary issues and
critically and to evaluate theories, investigates the way that people challenges, and develop a global
concepts and arguments about adapt and respond to change and perspective of diversity and
the nature and activities of the evaluates management strategies change.
individual and society associated with such change.
3. enable the student to collect, Geography describes and helps
describe and analyse data used to explain the similarities and
in studies of society, to test differences between spaces and
hypotheses and interpret complex places.
data and source material
11Subject Guide Outline Internal assessment
An integral aspect of this programme
is the completion of fieldwork that
Assessment is internally assessed. The internal
Assessment of the geography programme is a combination of summative assessment requirements are the
examinations and coursework. same for both SL & HL students,
however, the overall weighting of
Higher Level:
the work differs (25% for SL and 20%
Internal: School-based assessment (written study) 20%
for HL.) The Internal Assessment
External: Written examinations 80%
offers students the opportunity
Standard Level: to undertake primary research on
Internal: School-based assessment (written study) 25% a topic that gives opportunity for
External: Written examinations 75% spatial analysis in relation to one
or more aspects of the programme
of study. This component involves
students taking part in a fieldwork
visit, the costs of which will be met
by the student/parents.
12Group 3 – Individuals and Societies
History puts a premium on developing the Paper 1: (SL/HL)
History is a dynamic, evidence- skills of critical thinking, and on The Move toward Global War
based discipline that involves an developing an understanding of
Prescribed subject consists of two
exciting engagement with the past. multiple interpretations of history.
case studies, each taken from a
It is a rigorous intellectual discipline, In this way, the course involves a
different region of the world. Both
focused around key historical challenging and demanding critical
of the case studies specified for the
concepts such as change, causation exploration of the past.
chosen prescribed subject must be
and significance.
Distinction between SL and HL studied.
History is an exploratory subject that Students at Standard Level (SL) and
• Case study 1: Japanese expansion
fosters a sense of inquiry. It is also Higher Level (HL) are presented with
in East Asia (1931–1941)
an interpretive discipline, allowing a syllabus that has a common core
I.e. domestic polices /Great
opportunity for engagement consisting of prescribed subjects
depression
with multiple perspectives and and topics in world history.
• Case Study 2: German and Italian
a plurality of opinions. Studying
In addition, students at HL are also expansion (1933–1940)
history develops an understanding
required to undertake an in-depth
of the past, which leads to a deeper Paper 2 (SL/HL)
study of three sections from one of
understanding of the nature of • Authoritarian states (20th
the HL regional options. While many
humans and of the world today. century) European (Hitler, Franco,
of the skills of studying history are
Mussolini) and Non-European
The IB Diploma Programme (DP) common to both SL and teaching
(Mao,Castro )
History course is a world history hours at SL and HL signals a clear
• The Cold War: Superpower
course based on a comparative distinction between the demands
tensions and rivalries (20th
and multi-perspective approach made on students, with the greater
century)
to history. It involves the study depth of study required for HL.
of a variety of types of history, Paper 3 (HL only)
SL and HL Syllabus
including political, economic, • Versailles to Berlin: Diplomacy in
• The study of one prescribed
social and cultural, and provides Europe (1919–1945)
• The study of two world history
a balance of structure and • European states in the inter-war
topics from a choice of twelve
flexibility. The course emphasises years (1918–1939)
• A historical investigation
the importance of encouraging • The Soviet Union and post-Soviet
students to think historically and Russia (1924–2000) Begin from
to develop historical skills as well 1940s onward I.e. after Great
as gaining factual knowledge. It Patriotic War
13Business Management are at the heart of the business To study the Business Management
Business Management is one of the management course. The course course no subject specific prior
many academic disciplines that are encourages the appreciation of learning is required. The MYP
on offer in group three (Individuals ethical concerns, as well as issues of Individuals and Societies’ Integrated
and Societies) of the Diploma corporate social responsibility (CSR). Humanities course will have helped
Programme. The course has been It is designed to give the students the students develop technical,
designed to enable students to an international perspective of analytical, decision-making and
examine the role of a business. The business and to promote their investigating skills required in the
course also looks at the business appreciation of cultural diversity. Business Management course.
decision-making processes, how
Contextualised learning is deeply By the end of the DP Business
these decisions impact on the
embedded in the Business Management course students will be
businesses stakeholders and how
Management course and, through able to:
they are affected by factors internal
the use of case studies and real-life • have a holistic view of the world
and external to an organisation.
data, students learn to analyse, of business;
The programme enables students discuss and evaluate business • think critically and strategically
to develop an understanding of activities at local, national and about individual and
business theory, as well as an international levels. The course organisational behaviour;
ability to apply business principles, covers a range of organisations • see the importance of exploring
practices and skills. The course from all sectors and through business issues from different
considers the diverse range the exploration of six concepts cultural perspectives;
of business organisations and underpinning the subject (change, • appreciate the nature and
activities; it examines the cultural culture, ethics, globalisation, significance of change in a local,
and economic context in which innovation and strategy,) the regional and global context;
businesses operate. business management course • have an awareness of the
allows the students to develop their importance of environmental,
While following the DP Business
understanding of these concepts social and ethical factors in
Management course students will
from a business perspective. the actions of individuals and
place an emphasis on both strategic
organisations;
decision making, and the day-to-day The course also aims to develop
• develop an understanding of the
business functions of marketing, transferable skills relevant to
importance of innovation in a
production, human resource today’s students. These include
business environment.
management and finance. The the ability to: think critically; make
importance of making links between ethically sound and well-informed
these functions is also emphasised decision; appreciate the pace,
encouraging students to develop a nature and significance of change;
holistic view of business activity. The and undertake long term planning,
ideals of international cooperation analysis and evaluation.
and responsible citizenship
14Group 3 – Individuals and Societies
Assessment
Assessment in the Business and Management course is a combination of
summative examinations and coursework.
Higher Level:
Internal: School-based assessment (written study) 25%
External: Written examinations 75%
Standard Level:
Internal: School-based assessment (written study) 25%
External: Written examinations 75%
Internal assessment The SL internal assessment is a
The research project enables written commentary. Students need
HL students to demonstrate the to demonstrate the application of
application of their skills and business and management tools,
knowledge to real organisational techniques and theories to a real
issues or decision-making. Students business issue or problem.
must select a real organisation, not
Students must select a real issue or
a fictional one, and the issue or
problem, not a fictional one, and
decision under investigation must
must produce a commentary with
also be real. The expectation is that
a title presented as a question. The
a student should gather primary
commentary must refer directly to
research from the organisation.
a single business organisation, but
The style and format of the report may consider industry-wide issues
should be in the form of a useful that impact on that organization.
working document for management. The commentary must be based
on primary and/or secondary data,
selected for its suitability.
15IB Diploma Programme: The Economics course requires no
Economics specific prior learning. No particular
Economics is a dynamic social background in terms of specific
science, forming part of group subjects studied for national or
3—individuals and societies. international qualifications is
The study of economics is expected or required. The specific
essentially about dealing with skills of the Economics course
scarcity, resource allocation and are developed within the context
the methods and processes by of the course itself. The ability to
which choices are made in the understand and explain abstract
satisfaction of human wants. As concepts and the ability to write in
a social science, Economics uses a logically structured manner are
scientific methodologies that distinct advantages in economics.
include quantitative and qualitative
elements.
The Economics curriculum
The IB Diploma Programme
The curriculum model for the
economics course emphasises
Diploma Programme economics
the economic theories of
is a core curriculum for HL and SL
microeconomics, which deal with
students consisting of four topics
economic variables affecting
with common content. In addition to
individuals, firms and markets,
the core HL students are expected to
and the economic theories of
complete extension areas of study in
macroeconomics, which deal
all four topics.
with economic variables affecting
countries, governments and
societies. These economic theories
are not to be studied in a vacuum—
rather, they are to be applied to
real-world issues. Prominent among
these issues are fluctuations in
economic activity, international
trade, economic development and
environmental sustainability.
16Topic SL content
Section 1: Microeconomics 1.1 Competitive markets: demand and supply (some topics HL only)
1.2 Elasticity
1.3 Government intervention (some topics HL extension, plus one topic HL only)
1.4 Market failure (some topics HL only)
1.5 Theory of the firm and market structures (HL only)
Section 2: Macroeconomics 2.1 The level of overall economic activity (one topic HL extension)
2.2 Aggregate demand and aggregate supply (one topic HL only)
2.3 Macroeconomic objectives (some topics HL extension, plus one topic HL only)
2.4 Fiscal policy
2.5 Monetary policy
2.6 Supply-side policies
Section 3: International economics 3.1 International trade (one topic HL extension, plus one topic HL only)
3.2 Exchange rates (some topics HL extension)
3.3 The balance of payments (one topic HL extension, plus some topics HL only)
3.4 Economic integration (one topic HL extension)
3.5 Terms of trade (HL only)
Section 4: Development economics 4.1 Economic development
4.2 Measuring development
4.3 The role of domestic factors
4.4 The role of international trade (one topic HL extension)
4.5 The role of foreign direct investment (FDI)
4.6 The roles of foreign aid and multilateral development assistance
4.7 The role of international debt
4.8 The balance between markets and intervention
Internal assessment Portfolio of three commentaries
17IB Diploma Options Science
Available subject choices offered by LCIS are
dependent on the number of students opting
for that subject
Group 4 – Sciences
The study of science is essential 5. develop a critical awareness Biology
in our modern day for the of the need for, and the value Biology is an excellent choice for
development of a well-rounded of, effective collaboration and students interested in studying
individual. The group 4 subjects communication during scientific science at a higher level or who only
encourage students to develop activities need a foundation Science. Students
their skills and knowledge base 6. develop experimental and live in a world where there are
so that they can have some basis investigative scientific skills many major advances daily in the
to understand the complexities of including the use of current biological sciences and this course
life. These skills along with the ToK technologies allows students to develop scientific
course will allow students to better 7. develop and apply 21st century skills and a good base of knowledge
understand what exactly science can communication skills in the study to help them to understand modern
and cannot do. Students will find a of science day issues met in everyday life.
whole range of everyday uses for the 8. become critically aware, as
Content covered SL Topics
skills and knowledge they will gain global citizens, of the ethical
1. Cell biology
in a group 4 course. implications of using science and
2. Molecular biology
technology
It is in this context that all the 3. Genetics
9. develop an appreciation of the
Diploma Programme experimental 4. Ecology
possibilities and limitations of
science courses should aim to: 5. Evolution and biodiversity
science and technology
1. appreciate scientific study 6. Human physiology
10. develop an understanding of the
and creativity within a global
relationships between scientific Higher Level has an additional 5
context through stimulating and
disciplines and their influence on topics
challenging opportunities
other areas of knowledge. 7. Nucleic acids
2. acquire a body of knowledge,
8. Metabolism, cell respiration and
methods and techniques In addition, at Standard Level a
photosynthesis
that characterise science and minimum of 40 hours of practical
9. Plant biology
technology work should be carried out. This
10. Genetics and evolution
3. apply and use a body of includes the Group 4 project and the
11. Animal physiology
knowledge, methods and internal assessment. At Higher Level,
techniques that characterise a total of 60 hours is required. Plus an option from
science and technology A. Neurobiology and behaviour
4. develop an ability to analyse, B. Biotechnology and
evaluate and synthesise scientific bioinformatics
information C. Ecology and conservation
D. Human physiology
19Chemistry Physics Core content
The IB Chemistry course will allow Physics is the most fundamental • Measurements and uncertainties
students to understand more and all-encompassing of the • Mechanics
deeply many aspects of everyday experimental sciences. The IBDP • Thermal physics
life. Chemistry is a laboratory Physics course enables pupils to • Waves
science; its subject material and deepen their understanding of how • Electricity and magnetism
theories are based on experimental the universe works from the very • Circular motion and gravitation
observations. However, its scope smallest sub-atomic particles to the • Atomic, nuclear and particle
reaches beyond the laboratory vastness of galaxies and space. At physics
the human level, Physics underpins • Energy production
into every aspect of our lives to
the science and technology of our
understanding of the nature of our
modern world, for example the Additional Higher Level material
planet, the environment that we live
Global Positioning System (GPS). • Wave phenomena
in, the resources available to us and
In addition, the study of Physics • Fields
the factors that affect our health.
equips students with a broad and • Electromagnetic induction
Core Content highly useful set of problem-solving, • Quantum physics and nuclear
• Stoichiometric relationships analytical and communication skills physics
• Atomic structure applicable to many professional
• Periodicity activities. The course is an excellent Options
• Chemical bonding and structure foundation for students intending to Pupils are required to take one
• Energetics pursue higher education courses in option module. Each module has
• Kinetics physics, astronomy and engineering. a core syllabus for both SL and HL
• Equilibrium students and a number of extra
• Acids and bases topics for HL students only.
• Oxidation and reduction • Relativity
• Organic chemistry • Engineering physics
• Measurement and data processing • Imaging
• Astrophysics
Additional Higher Level material
Most of the above modules have
extension units added for Higher Level.
Options
Pupils are required to study an
option module chosen from the Assessment
following ones: Assessment is similar to Biology, but Physics and Chemistry do not have
• Materials an extended response in Paper 2.
• Biochemistry
External exams (3 papers) 80%
• Energy
Internal assessment of practical work (recorded in a portfolio) 20%
• Medicinal Chemistry
20Group 4 – Sciences
The study of science is essential 5. develop a critical awareness Biology
in our modern day for the of the need for, and the value Biology is an excellent choice for
development of a well-rounded of, effective collaboration and students interested in studying
individual. The group 4 subjects communication during scientific science at a higher level or who only
encourage students to develop activities need a foundation Science. Students
their skills and knowledge base 6. develop experimental and live in a world where there are
so that they can have some basis investigative scientific skills many major advances daily in the
to understand the complexities of including the use of current biological sciences and this course
life. These skills along with the ToK technologies allows students to develop scientific
course will allow students to better 7. develop and apply 21st century skills and a good base of knowledge
understand what exactly science can communication skills in the study to help them to understand modern
and cannot do. Students will find a of science day issues met in everyday life.
whole range of everyday uses for the 8. become critically aware, as
Content covered SL Topics
skills and knowledge they will gain global citizens, of the ethical
1. Cell biology
in a group 4 course. implications of using science and
2. Molecular biology
technology
It is in this context that all the 3. Genetics
9. develop an appreciation of the
Diploma Programme experimental 4. Ecology
possibilities and limitations of
science courses should aim to: 5. Evolution and biodiversity
science and technology
1. appreciate scientific study 6. Human physiology
10. develop an understanding of the
and creativity within a global
relationships between scientific Higher Level has an additional 5
context through stimulating and
disciplines and their influence on topics
challenging opportunities
other areas of knowledge. 7. Nucleic acids
2. acquire a body of knowledge,
8. Metabolism, cell respiration and
methods and techniques In addition, at Standard Level a
photosynthesis
that characterise science and minimum of 40 hours of practical
9. Plant biology
technology work should be carried out. This
10. Genetics and evolution
3. apply and use a body of includes the Group 4 project and the
11. Animal physiology
knowledge, methods and internal assessment. At Higher Level,
techniques that characterise a total of 60 hours is required. Plus an option from
science and technology A. Neurobiology and behaviour
4. develop an ability to analyse, B. Biotechnology and
evaluate and synthesise scientific bioinformatics
information C. Ecology and conservation
D. Human physiology
21Design 5. a propensity to act with A. Course Outline:
Through studying Design, students integrity and honesty, and At both Standard and Higher Level,
become aware of how designers take responsibility for their students study units based around
work and communicate with each own actions in designing the six core topics. These are:
other. While Design methodology technological solutions to • Topic 1: Human factors and
may take on a wide variety of forms, problems ergonomics
it is the emphasis on a practical 6. an understanding and • Topic 2: Resource management
approach through design work that appreciation of cultures in and sustainable production
characterises this subject (from terms of global technological • Topic 3: Modelling
the 2016 Syllabus Guide). The development, seeking • Topic 4: Raw material to final
aims enable students, through the and evaluating a range of product
overarching theme of the nature of perspectives • Topic 5: Innovation and design
design, to develop: 7. a willingness to approach • Topic 6: Classic design Those
1. a sense of curiosity as they unfamiliar situations in an studying at Higher Level are
acquire the skills necessary informed manner and explore required to study the following
for independent and lifelong new roles, ideas and strategies four additional topics:
learning and action through so they can articulate and defend • Topic 7: User-centred design
inquiry into the designed and their proposals with confidence (UCD)
technological world around them 8. an understanding of the • Topic 8: Sustainability
2. an ability to explore concepts, contribution of design and • Topic 9: Innovation and markets
ideas and issues with personal, technology to the promotion • Topic 10: Commercial production
local and global significance of intellectual, physical and
acquiring in-depth knowledge emotional balance and the
and understanding of design achievement of personal and
technology social well-being
3. initiative in applying thinking 9. empathy, compassion and
skills critically and creatively to respect for the needs and feelings
identify and resolve complex of others in order to make a
social and technological positive difference to the lives of
problems via reasoned ethical others and to the environment
decision-making 10. skills that enable them to reflect
4. an ability to understand and on the impacts of design and
express ideas confidently and technology on society and the
creatively using a variety of environment in order to develop
communication techniques their own learning and enhance
through collaboration with solutions when solving problems.
others
22Sports Exercise and Health Science. SL Core Topics This is a group 4 science which 1. Anatomy combines the study of biology, 2. Exercise Physiology chemistry and physics from a 3. Energy Systems human, sport exercise and health 4. Movement Analysis perspective. Moreover, the subject 5. Skill in Sport matter goes beyond the traditional 6. Measurement and Evaluation of science subjects to offer a deeper Human Performance understanding of the issues related to sports, exercise and health HL Core Topics in the 21st century. Apart from 1. Further Anatomy being worthy of study in its own 2. The Endocrine System right, SEHS is a good preparation 3. Fatigue for courses in higher or further 4. Friction and Drag education related to sports fitness 5. Skill Acquistion and health, and serves as useful 6. Genetics and Athletic preparation for employment in Performance sports and leisure industries. 7. Exercise and Immunity The course incorporates the Students will also have an traditional disciplines of anatomy opportunity to study two out of and physiology, biomechanics, the four option units psychology and nutrition, which A. Optimizing Physiological are studied in the context of sports, Performance exercise and health. Students will B. Psychology of Sport cover a range of core and option C. Physical Activity and Health topics, and carry out practical D. Nutrition for Sports Exercise and (experimental) investigations in Health both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of international dimension and ethics by considering sports, exercise and health relative to the individual and in a global context. 23
Group 4 – Sciences
Assessment • Higher Level:
I. Internal assessment Paper 1:
• Individual design/workshop 40 multiple choice questions
investigations as part of on the core and HL extension
the Group 4 project, done in material
collaboration with the other Paper 2:
Sciences. (10 hours) Section A: One data-based
• Individual Science investigation, question and several short-
which is student led. (10 hours) answer questions on the core
Section B: One extended-
II. External assessment response question on the core
(Examination) (from a choice of three)
• Standard Level:
Paper 1: Paper 3:
30 multiple choice questions on Section A: Two or three short
the core material answer questions based
Paper 2: on experimental skills and
Section A: One data-based techniques, analysis and
question and several short- evaluation, using unseen data
answer questions on the core linked to core and
Section B: One extended- higher material.
response question on the core Section B: Short answer and
(from a choice of two) extended Response questions
from one option.
24IB Diploma Options
MathematicsAvailable subject choices offered by LCIS are dependent
on the number of students opting for that subject
Group 5 – Mathematics
Students are required to study one the principles and nature of General
subject from this group. mathematics For all three courses students are
3. communicate clearly and required to become familiar with
Mathematics plays an important role
confidently in a variety of and able to use Graphical Display
in the lives of all human beings. It
contexts Calculators (GDC), and to be familiar
shapes how we make sense of our
4. develop logical, critical and with a range of mathematical notation.
world, determines many decisions
creative thinking, and patience It is a requirement of all Diploma
we make and how we relate to others
and persistence in problem- Programme Mathematics that a GDC is
and our environments. As such, it is
solving used by the students.
vital that students gain an awareness
5. employ and refine their powers
of, an insight into and a familiarity The school strongly recommends
of abstraction and generalisation
with, the world of mathematics. This that students investigate possible
6. apply and transfer skills to
is recognised in the structure of the IB university courses they may be
alternative situations, to other
DP and the compulsory nature interested in and pay attention to their
areas of knowledge and to future
of this subject. Mathematics can be entrance criteria. Some universities
developments
studied in different ways and for require students to have studied IB DP
7. appreciate how developments
different purposes. It is our aim, with Mathematics at a particular level for
in technology and mathematics
all Mathematics DP courses, to entry on to certain courses. Indeed,
have influenced each other
address some of the important some countries have minimum
8. appreciate the moral, social and
aspects of our subject area: Mathematics requirements for any
ethical implications arising from
university course, regardless of the
• mathematics as a useful tool in the work of mathematicians and
subject to be studied. Courses which
making sense of our lives; the applications of mathematics
may not appear to have a heavy
• mathematics to develop logical 9. appreciate the international
mathematics content may, in fact,
and analytical thinking; dimension in mathematics
have entrance requirements which
• beauty and elegance in through an awareness of the
include Mathematics. It is important
mathematics. universality of mathematics and
for students to keep their options as
its multicultural and historical
Group 5 aims open as possible and to look at a range
perspectives
The aims of all Mathematics courses in of possibilities for future studies.
10. appreciate the contribution of
group 5 are to enable students to:
mathematics to other disciplines,
1. enjoy mathematics, and develop
and as a particular “area of
an appreciation of the elegance
knowledge” in the TOK course.
and power of mathematics
2. develop an understanding of
25Group 5 – Mathematics
The first teaching of the updated Mathematics: Analysis and Mathematics: Applications and
syllabus will take place in Approaches is intended for students Interpretation is being designed
September 2019, with first who wish to pursue studies for students who enjoy describing
assessment in 2021. There will be in mathematics at university the real world and solving practical
two new subjects in Mathematics or subjects that have a large problems using mathematics; those
replacing the four subjects of the mathematical content; it is for who are interested in harnessing
legacy specification. The subjects students who enjoy developing the power of technology alongside
will be called Mathematics: Analysis mathematical arguments, problem exploring mathematical models
and Approaches and Mathematics: solving and exploring real and and for those who enjoy the more
Applications and Interpretation. abstract applications, with and practical side of mathematics.
Both subjects are being designed without technology. Mathematics: Mathematics: Applications and
to appeal to students with varying Analysis and Approaches will be Interpretation SL will be developed
levels of ability and motivation a development from the former from the former Mathematical
in mathematics, developing their Mathematics HL and SL subjects. Studies SL. The HL course will be
mathematics fluency, their ability to new content including elements of
think mathematically, to recognise the former HL Statistics and Discrete
mathematics around them and content.
will enable them to use their
Both Mathematics: Analysis and
mathematics in either abstract or
Approaches and Mathematics:
contextual settings.
Applications and Interpretation will
be offered at HL and SL subject to
demand, and within each subject
the SL course will be a complete
subset of the HL course.
Assessment
SL students will complete two externally assessed written papers and
the internal assessment; HL students will complete three externally
assessed written papers and the internal assessment.
26IB Diploma Options
The ArtsAvailable subject choices offered by LCIS
are dependent on the number of students
opting for that subject
Group 6 – The Arts
The aims of all subjects in group six, Visual Art in Context SL 10-15 screens
the Arts, are to enable students to: (Theoretical)
HL 10-15 screens & 3-5 screens
• enjoy lifelong engagement with The cycle of inquiry involves
comparing own work
the arts; considering and comparing work
• become informed, reflective and from a variety of cultures and
critical practitioners in the arts; historical and social contexts. It
Part 2 Process Portfolio
• understand the dynamic and involves analysing, interpreting,
(Externally Assessed)
changing nature of the arts; comparing, evaluating, using
The students’ journey of art
• explore and value the diversity art vocabulary, reflection and
making: their engagement and
of the arts across time, place and understanding.
sustained experimentation with
cultures;
Visual Arts Processes (Art-Making) different media and techniques,
• express ideas with confidence and
This includes experimenting with documentation of process,
competence;
techniques, different media and reflections on artists and artworks
• develop perceptual and analytical
processes, developing a body of and the development of ideas.
skills.
resolved and unresolved work, Students must show the ability to
Visual Art (HL/SL) self-review and critique and select and use materials appropriate
The course involves the learning and documentation of this in a visual arts to their intentions.
production of visual arts. journal/process portfolio. Produce a
SL: 9-18 pages/screens submitted.
body of work that synthetises skills,
Students will develop skills to be
media and concept. HL: 13-25 pages/screens submitted.
creative, competent and well-
balanced. Through the visual arts, Presenting and Communicating Part 3 The Exhibition (40%)
our students will explore both Visual Arts (Curatorial) Internally Assessed by Teacher
local and international topics, This third part has to do with Students present a cohesive body of
opening their minds to their own understanding curatorial processes; work in the form of an exhibition in
environment and global issues. what makes an effective exhibition which they articulate their purpose
and selecting and presenting the and intention in written form.
Aims:
student’s own work.
1. to produce artwork that is Students reflect on this chosen body
influenced by personal and Assessment: of work and provide a rationale for
cultural contexts Part 1 The Comparative Study the decisions regarding the selection
2. to become informed and critical (20% Externally Assessed) of certain pieces for exhibition.
observers and producers of visual A visual and written investigation
SL: 4-7 artworks, exhibition text and a
culture and media that analyses and compares at
curatorial rationale of max 400 words.
3. to develop skills, techniques least three artworks by at least
and processes in order to two different artists from different HL: 8-11 artworks, exhibition text &
communicate concepts and ideas. cultural contexts (HL students will curatorial rationale max 700 words.
also include a reflection of how this
The core syllabus is composed of 3
relates to their own work).
parts.
28Group 6 – The Arts
Film
CORE SYLLABUS OUTLINE
The IB film course emphasises the
The new film syllabus consists of the following core areas.
importance of working individually
and as a member of a group. Reading film
Students are encouraged to develop SL and HL students will examine film as an art form, studying a broad
the professional and technical skills range of film texts from a variety of cultural contexts and will analyse how
(including organisational skills) film elements combine to create meaning.
needed to express themselves
Contextualizing film
creatively in film. A challenge for
SL and HL students will explore the evolution of film across time, space
students completing this course
and culture. Students will examine various areas of film focus in order to
is to become aware of their own
recognise the similarities and differences that exist between films from
perspectives and biases and to
contrasting cultural contexts.
learn to respect those of others.
This requires willingness to attempt Exploring film production roles
to understand alternative views, SL and HL students will explore various film production roles through
to respect and appreciate cultural engagement with all phases of the filmmaking process in order to fulfil
diversity, and to have an open their own filmmaker intentions. Students will acquire, develop and apply
and critical mind. Thus, the IB skills through filmmaking exercises, experiments and completed films.
Film course can become a way
Collaboratively producing film (HL only)
for the student to celebrate the
HL students will focus on the collaborative aspects of filmmaking and
international and intercultural
experience working in core production teams in order to fulfil shared
dynamic that inspires and sustains
artistic intentions. They will work in chosen film production roles
a type of contemporary film, while
and contribute to all phases of the filmmaking process in order to
appreciating specifically local
collaboratively create original completed films.
origins that have given rise to
cinematic production in many parts
of the world.
29Assessment
1. Textual analysis (External SL 3. Film portfolio (Internal SL 40%
30% HL 20%) HL 25%)
Students at SL and HL Students at SL and HL undertake
demonstrate their knowledge and a variety of film-making exercises
understanding of how meaning in three film production roles,
is constructed in film. They do led by clearly defined filmmaker
this through a written analysis of intentions. They acquire and
a prescribed film text based on a develop practical skills and
chosen extract (lasting no more techniques through participation
than five minutes) from that film. in film exercises, experiments
Students consider the cultural and the creation of at least one
context of the film and a variety of completed film.
film elements.
Students submit the following:
Students submit a textual analysis 1. portfolio pages (9 pages
(1,750 words maximum) and a list maximum: 3 pages maximum
of all sources used. per film production role) and a
list of all sources used
2. Comparative study (External SL
2. a film reel (9 minutes
30% HL 20%)
maximum: 3 minutes maximum
Students at SL and HL carry out
per film production role,
research into a chosen area of film
including one completed film).
focus, identifying and comparing
two films from within that area 4. Collaborative film project
and presenting their discoveries (Internal HL only 35%)
as a recorded multimedia Bringing together all they
comparative study. have encountered during the
film course, students at HL
Students submit the following:
work collaboratively in a core
1. a recorded multimedia
production team to plan and
comparative study (10 minutes
create an original completed film.
maximum).
2. a list of all sources used. Students submit the following:
1. a completed film (7 minutes
maximum)
2. a project report (2,000 words
maximum) and a list of all
sources used.
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