Tonbridge Grammar School - IB Diploma Guide - Entry 2018
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Tonbridge Grammar School
IB Diploma Guide - Entry 2018Contents
Page
Welcome to Tonbridge Grammar School 3
The TGS IB Diploma 4
Autumn Curriculum Offer Entry September 2018 5
Results 2018 6
University destinations – leavers 2018 7
Choosing Your Diploma Programme
Which language should I do? 8
Which Standard Level Science should I do? 9
Which Maths course should I do? 10
Students with SEN and the IB Diploma 11
The Core
Creativity, Activity, Service 12
Extended Essay 13
Theory of Knowledge 14
Subject Information
English Literature 15
English Literature and Performance 16
Modern Languages 17
Latin 18
Economics 19
Geography 20
History 21
Philosophy 22
Psychology 23
Biology 23
Chemistry 25
Computer Science 26
Design Technology 27
Environmental Systems and Society 28
Physics 29
Sports, Exercise and Health Science 30
Mathematics 31
Mathematical Studies 32
Music 33
Visual Arts 34
2The Sixth Form at Tonbridge Grammar School
Welcome from the Director of Sixth Form
When the early cartographers looked over uncharted
territory, with limited tools at their disposal, they must have
felt the same heady mixture of trepidation and excitement as
any Sixth Form student embarking on a course of university
study or entering the world of work. At Tonbridge Grammar
School we pride ourselves on providing a Sixth Form
experience that will equip you with the academic rigour,
intellectual curiosity and sheer love of learning that will
propel you into your own unmapped territories with a true
sense of your own capacities as individuals and the self-
confidence to meet new challenges with alacrity.
The autumn term of Year 11 heralds the beginning of the
important process that will result in your subject choices
within the IB and beyond. You will inevitably start to
consider not only what you are passionate about, but also
what university, what career and what qualifications you
want to take after school is over. Within the supportive unit
of the Sixth Form team we will endeavour to ensure that you enjoy and flourish in your academic subjects,
that you take advantage of leadership and community service opportunities, and that you are guided and
helped as you navigate your way through the university admissions process.
We make every effort to provide the environment in which you will develop the confidence and sense of
responsibility not only to manage your own learning effectively, but also to develop as well-rounded
individuals, with an awareness of your place within the wider context of local, national and international
perspectives. Above all, we hope to instil in you the drive to make the very best of your potential, developing
your interests inside and outside the classroom and striving towards goals that will make you world-class
citizens; able to make your mark in an ever-changing world as happy, reflective and principled individuals.
I look forward to welcoming you to the Tonbridge Grammar School Sixth Form in September 2018. As you
consider your subject choices for the IB Diploma, do feel free to come and ask me, or one of the Sixth Form
team, for advice. In the meantime, work hard for your GCSEs and I wish you every success in your
endeavour.
Mr D Barker
Assistant Head Teacher
Welcome from the Head Students
TGS is an amazing environment to study in during Year 12 and 13. From the iBarn, which provides a brilliant
study space for both individual and collaborative work, to the fantastic support system of teachers and
academic clinics, TGS has all the tools to equip you to navigate two years of the IB diploma. The IB is
undoubtedly challenging, but it is incredibly rewarding and provides brilliant preparation for study at
university.
If we could give you any advice it would be that, you get out what you put in; work hard and your university
application will thank you for it. The exceptional teaching, and shared desire to achieve amongst the students
here will get you through, and your two years spent in Sixth Form will be some of the most enjoyable of your
school life. And finally, if you haven’t already been persuaded to attend TGS for Years 12 and 13, the café
exclusively for Sixth Form use, cleverly called the iBistro, might help to sway your decision.
Molly
Year 13
3The TGS IB Diploma
Students choose one option from each block, selecting 3 subjects to study at Standard Level and 3 at
Higher (according to their interests and strengths and also based on any requirements for their proposed
onward path) as well as the Core programme.
Each subject attracts a maximum of 7 points, regardless of the level studied, and the Core supplies the
extra 3 points to make the maximum mark of 45. The Diploma is awarded to students achieving at least 24
points.
The Core
The Extended Essay (EE) asks students to engage in independent research through an in-depth study of
a question relating to one of the DP subjects they are studying.
Theory of Knowledge (TOK) develops a coherent approach to learning that unifies the academic
disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their
understanding of knowledge as a human construction.
Creativity, Activity Service (CAS) involves students in a range of activities alongside their academic
studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and
creative thinking. Activity seeks to develop a healthy lifestyle through physical activity. Service with the
community offers a vehicle for a new learning with academic value.
Group 1—Studies in Literature
English Literature, English Literature & Performance (SL)
A broad range of texts are studied in a language in which students are competent, engendering a lifelong
interest in literature and love for the elegance and richness of human expression.
Group 2—Language acquisition
French, Latin or Spanish and ab Initio Languages (SL): Italian, Japanese, Spanish
The acquisition and use of language in a range of contexts and for different purposes while also promoting
an understanding of another culture through the study of its language. Ab Initio courses are for beginners
with little or no previous experience of the chosen language and Language B courses are for students with
previous experience.
Group 3—Individuals and Societies
Economics, Geography, History, Philosophy, Psychology
Developing a critical appreciation of human experience and behaviour, the varieties of physical, economic
and social environments that people inhabit and the history of social and cultural institutions. Students
develop analytical and evaluative skills.
Group 4—Sciences
Biology, Chemistry, Computer Science, Design Technology, Environmental Systems & Societies (SL),
Physics, Sports Exercise and Health Science,
Exploring the concepts, theories, models and techniques that underpin each subject area and developing
understanding of the scientific method. A compulsory project encourages an appreciation of the
environmental, social and ethical implications of science.
Group 5—Mathematics
Mathematics, Mathematical Studies (SL)
Developing mathematical knowledge, concepts and principles, developing logical, critical and creative
thinking and employing and refining powers of abstraction and generalisation. Students are also
encouraged to appreciate the international dimensions of mathematics and its cultural and historical
perspectives.
Group 6—The Arts
Music, Visual Arts - or a second (elective) subject from another group
Understanding the dynamic and changing nature of the arts, exploring the diversity of arts across time,
place and cultures.
4Autumn Curriculum Offer Entry September 2018
Group 1: Studies in Language and S H Guidance notes
Literature
English Literature The Core
English Literature and Performance All students complete the core: Theory of
Knowledge, Creativity Action Service (CAS) and
an Extended Essay.
Group 2: Language Acquisition S H
French * Choosing your subjects
Italian ab initio Please choose:
Japanese ab initio 3 subjects at Higher Level
Latin 3 subjects at Standard Level
Spanish * a reserve subject for Standard Level
(mark as "R")
Spanish ab initio
You will study one subject from each of the six
Group 3: Individuals and Societies S H groups.
Economics *
Geography * As an alternative to the Arts subjects listed in
History * Group 6, an elective subject may be chosen
Philosophy * from subjects marked with an asterisk in Groups
2 - 4.
Psychology *
Due to timetabling constraints it is not possible
Group 4: Sciences S H to study both Higher Level English and Higher
Biology * Level Maths.
Chemistry *
Computing Science Autumn and Spring Offers
Design Technology Courses starting September 2018 will be
confirmed in the spring following processing of
Environmental Systems and Societies
Sixth Form applications (this is known as the
Physics * ‘Spring’ curriculum offer).
Sports, Exercise and Health Science
Courses with low student numbers may not run.
Group 5: Mathematics S H
Mathematics Subject entry requirements:
Maths Studies All Standard Level courses require a 6/B grade
at GCSE or equivalent.
Group 6: The Arts or Electives S H
Higher Level Mathematics requires 8/A* grade at
Music GCSE or equivalent.
Visual Arts
Or elective from starred subjects (*) All other Higher Level courses require 7/A grade
from Groups 2-4 : at GCSE or equivalent.
Guidance Meetings
You will be invited to a one-to-one guidance
meeting to help you choose your individual
Diploma Programme.
5Results 2018
Two students achieved the maximum score of 45 points in the IB Diploma, this accolade is held by only 60
students in the UK and 218 worldwide. 1 student achieved 44 points with 41 students (29%) achieving a score
of 40 or better and half of our students achieving 38 or above. Our average Diploma point score was 37 which
exceeds the UK average 35 and the worldwide average of 30. 69% of individual subject grades were at a
grade 7 or 6 with the average grade being just below a 6 (5.87).
Level
Higher Level Entries 7-6 7-5 7 6 5 4 3 2
BIOLOGY 69 60.9% 87.0% 11.6% 49.3% 26.1% 13.0%
CHEMISTRY 48 52.1% 85.4% 18.8% 33.3% 33.3% 14.6%
COMPUTER SCIENCE 9 44.4% 88.9% 22.2% 22.2% 44.4% 11.1%
DESIGN TECHNOLOGY 8 62.5% 87.5% 50.0% 12.5% 25.0% 12.5%
ECONOMICS 29 62.1% 93.1% 27.6% 34.5% 31.0% 3.4% 3.4%
ENGLISH A LITERATURE 51 56.9% 100.0% 13.7% 43.1% 43.1%
FILM 1 100.0% 100.0% 100.0%
FRENCH B 5 100.0% 100.0% 40.0% 60.0%
GEOGRAPHY 50 84.0% 98.0% 44.0% 40.0% 14.0% 2.0%
GERMAN B 3 66.7% 100.0% 33.3% 33.3% 33.3%
HISTORY 21 76.2% 100.0% 28.6% 47.6% 23.8%
LATIN 6 66.7% 83.3% 33.3% 33.3% 16.7% 16.7%
MATHEMATICS 21 61.9% 76.2% 23.8% 38.1% 14.3% 23.8%
PHILOSOPHY 23 95.7% 100.0% 26.1% 69.6% 4.3%
PHYSICS 22 45.5% 68.2% 31.8% 13.6% 22.7% 22.7% 9.1%
PSYCHOLOGY 33 78.8% 100.0% 9.1% 69.7% 21.2%
SPANISH B 15 80.0% 100.0% 60.0% 20.0% 20.0%
VISUAL ARTS OPTION A 60 87.5% 100.0% 62.5% 25.0% 12.5%
Level
Standard Level Entries 7-6 7-5 7 6 5 4 3 2
AB INITIO CHINESE 6 66.7% 83.3% 33.3% 33.3% 16.7% 16.7%
AB INITIO ITALIAN 20 45.0% 70.0% 45.0% 25.0% 30.0%
AB INITIO JAPANESE 5 80.0% 80.0% 20.0% 60.0% 20.0%
AB INITIO SPANISH 21 47.6% 95.2% 47.6% 47.6% 4.8%
BIOLOGY 12 75.0% 100.0% 16.7% 58.3% 25.0%
CHEMISTRY 7 71.4% 85.7% 28.6% 42.9% 14.3% 14.3%
CLASSICAL GREEK & ROMAN
6
STUDIES 83.8% 100.0% 33.3% 50.0% 16.7%
ECONOMICS 11 90.9% 90.9% 27.3% 63.6% 9.1%
ENGLISH A LITERATURE 56 75.0% 100.0% 21.4% 53.6% 25.0%
ENVIRONMENTAL SYSTEMS &
22
SOCIETIES 72.7% 86.4% 54.5% 18.2% 13.6% 13.6%
FILM 7 85.7% 100.0% 57.1% 28.6% 14.3%
FRENCH B 13 76.9% 100.0% 30.8% 46.2% 23.1%
GEOGRAPHY 2 50.0% 100.0% 50.0% 50.0%
GERMAN B 8 25.0% 75.0% 25.0% 50.0% 25.0%
HISTORY 6 100.0% 100.0% 100%
LATIN 13 61.5% 100.0% 15.4% 46.2% 38.5%
LITERATURE AND PERFORMANCE 34 38.2% 94.1% 38.2% 55.9% 5.9%
MATHS STUDIES 91 83.5% 98.9% 52.7% 30.8% 15.4% 1.1%
MATHEMATICS 29 65.5% 100.0% 10.3% 55.2% 34.5%
PHILOSOPHY 2 100.0% 100.0% 100.0%
PHYSICS 7 57.1% 100.0% 28.6% 28.6% 42.9%
PSYCHOLOGY 11 81.8% 100.0% 54.5% 27.3% 18.2%
SPANISH B 32 78.1% 100.0% 12.5% 65.6% 21.9%
VISUAL ARTS OPTION A 2 100.0% 100.0% 50.0% 50.0%
6University destinations - 2018
We are delighted that 81% of our completing students gained a place at their firm choice university and 78%
of these places accepted were at a Russell Group university (including Oxbridge) or a medical school. Nine
students gained a place to study Medicine (at Exeter and UCL in addition to the medical schools listed below)
and one successfully applied for Dentistry at King College London.
Number of Number of
University students University students
Exeter 19 Hull 2
Durham 15 Loughborough 2
Leeds 11 London School of Economics 2
East Anglia 8 Sheffield 2
University College London 6 Surrey 2
York 6 Coventry 1
Cambridge 5 Keele 1
Southampton 5 Queen Mary 1
Imperial College London 4 Sussex 1
Liverpool 4 Westminster 1
Nottingham 4 St George's 1
Reading 4 Royal Veterinary College 1
Oxford 3 Hertfordshire 1
Birmingham 3 Hull York Medical School 1
Edinburgh 3 Newcastle 1
Kings College London 3 St Andrews 1
Bath 3 Goldsmith 1
Warwick 2 Leicester 1
Bristol 2
Nottingham Trent 2 Grinnell College USA 1
Cardiff 2 Ontario - Canada 1
Russell Group
7Choosing a language
Why study languages?
• To achieve fluency in a language other than my native English.
• To improve job prospects in an increasingly global marketplace.
• To develop transferable skills including decision making, communication, memory and problem
solving under pressure.
• To take part in enrichment activities (trips, exchanges, etc.) that improve language learning and
cultural appreciation.
• To develop analytical skills by deciphering patterns and rules and applying them to new contexts.
• To apply knowledge to real world situations.
Which language should I choose?
Which descriptors fits best? Not sure? Talk to the Languages Team.
Continue with the language you studied at
Explore an ab initio course if:
GCSE if:
I want to further my knowledge and I want to add a new language to my CV in
become more fluent in the language(s) I addition to my GCSE(s).
have studied at GCSE. I want a fresh start in language learning
and am willing to start from scratch.
I would prefer an advanced language
I would like to learn about new cultures I
qualification rather than an ab initio
haven’t yet explored.
qualification.
I want to build on my Spanish from Years
I am considering studying languages at 7-9.
university as part/all of my degree.
Should I take languages at Higher Level?
• The extra two hours a fortnight would support greater retention of content between lessons.
• The Higher Level qualification enables me to study literature in the original language / or rather,
more literature in the case of Latin.
• Studying at Higher Level gives me increased access to native-speaking language assistants / or more
time to consolidate language skills in the case of Latin.
• Knowing another language to the highest possible level would help for my degree or could give my
university application an advantage.
• Higher Level is usually required to study at university.
Should I take two languages? Yes!
• If you have a GCSE in two languages (from French, Latin and Spanish) you can optimise your ability
to make use of them in the future by studying both to a more advanced level.
• What you learn in one language (including content, concepts and skills) will transfer to another
making you better at everything.
• Universities recognise the added value of learning two languages.
• Two languages provides you with more opportunities for employment
• It improves the functionality of your brain, including memory, perception and decision-making
processes and it also helps with multi-tasking
• Continue with your current GCSE language and pick up an ab initio (timetable permitting).
• The track record of past dual linguists at TGS is excellent. In September 2016 nine of our students
started courses with a language element (some doing two languages) at Cambridge, Durham, UCL,
Birmingham, Exeter, Warwick, Manchester.
8Choosing a Standard Level Science course
Sometimes students are unsure about choosing a science option at Standard Level. It may be feel that they
feel Science is not one of their strengths or it is not a requirement for university or career aspirations. In
addition to “traditional” sciences there are other courses available to explore.
Biology
Topics include: Standard Level Biology would suit students with a broad interest in all of
the areas studied at GCSE. It includes both plant and animal biology, and
Statistics
is underpinned by an appreciation of the biochemistry of cells. Practical
Cell Biology and skills are assessed through practical work in the laboratory; students are
Mitosis required to design and carry out their own investigations.
Biochemistry You don’t have to do dissections unless you want to but you do need to
have a sound understanding of Chemistry and a willingness to apply
Photosynthesis and
Statistics to data analysis.
Respiration
The course includes a field trip to develop a wider understanding of
Genetics
ecology and to visit a range of natural habitats.
Physiology
Studying Biology gives a broad based understanding of how biological
systems work. It supports study in some aspects of Psychology.
Environmental Systems & Societies
This course would suit students who have an enquiring mind. They will
Topics include: use both literacy and numeracy skills alongside data analysis skills. The
Ecosystems subject links Geography & some aspects of Biology. Field trips are run to
learn and practise the skills needed. It would clearly suit students with a
Human Population keen interest in the environment.
Conservation and You don’t need to be very good at practical skills such as data collection
Biodiversity as you will be using apparatus that does this for you.
Pollution and the Geography is a good supporting subject and provides a sound foundation
Environment for students who wish to pursue careers in government and industry, as
well as academia and research, where an understanding of the impact of
human actions on the environment is needed.
Sports Exercise & Health Sciences
This course would suit students who have an interest in human biology
and how this, alongside psychological factors, contributes to physical
performance. They will work collaboratively with others to carry out
Topics include: performance based projects linked to the theory content of the course
and analyse their findings.
Anatomy and
Physiology You don’t need to be good at sport yourself. It provides good preparation
for students who might want to work in a healthcare/fitness setting.
Nutrition Students are not required to perform in any sport/activity. This course
Nerve and muscle has theory based assessments only.
function, and The course includes a trip to a high quality sports science laboratory to
movement analysis look at the performance aids and testing that are used for elite sports
Measuring fitness and men and women.
human performance in Studying Sports Exercise and Health Sciences gives an in depth
sport understanding of both the physical and psychological aspects of
performance. SE&HS would provide a solid foundation for any sports
based degree or higher education course. Career choices could include
physiotherapy, sports therapy, fitness instructor, sports massage etc. It
links well with and supports study in Psychology or Biology.
9Which Maths Course Should I do?
Maths can be seen as a well-defined body of knowledge, as an abstract system of ideas, or as a useful tool.
For many people it is probably a combination of these, but there is no doubt that mathematical knowledge
provides an important key to understanding the world in which we live.
Mathematics can enter our lives in a number of ways: we buy produce in the market, consult a timetable,
read a newspaper, time a process or estimate a length. Mathematics, for most of us, also extends into our
chosen profession: visual artists need to learn about perspective; musicians need to appreciate the
mathematical relationships within and between different rhythms; economists need to recognize trends in
financial dealings; and engineers need to take account of stress patterns in physical materials. Scientists
view mathematics as a language that is central to our understanding of events that occur in the natural
world. Some people enjoy the challenges offered by the logical methods of mathematics and the adventure
in reason that mathematical proof has to offer. Others appreciate mathematics as an aesthetic experience
or even as a cornerstone of philosophy.
This prevalence of mathematics in our lives, with all its interdisciplinary connections, provides a clear and
sufficient rationale for making the study of this subject compulsory for students studying the full diploma.
Choosing the right course
There are three mathematics courses on offer in the Sixth Form. Sometimes students find it difficult to
choose the right course for them. The guidance below is based on our experience of teaching the IB for
over 10 years at Tonbridge Grammar School. If you are not sure, talk to our Maths Team.
Ready reckoner
Higher Level if: Standard Level if: Maths Studies if:
I have no idea, but I am
I have no idea, but I love doing Physics, Chemistry, I have no idea, but want to
Mathematics and have an 8 or Economics or Computer make sure that I get the
A* at GCSE Science at HL and might want highest point score possible
to pursue that in the future
University study
It is important to look to future study to when considering when choosing your Maths course. The table
below looks at further study in general terms – there will be variation to entry requirements between the
universities. It is important that you do some research, especially if you have your heart set on a particular
course. If you are not sure, talk to our Sixth Form or Maths Team.
Higher Level Mathematics for:
Mathematics
Physics, Engineering, Economics, Computer Science
Standard Level Mathematics for:
Chemistry (although some courses will accept Standard Level)
Medicine, Dentistry, Veterinary Science, Biology (although some courses will accept Maths Studies)
Maths studies for:
Law
Business, Management Studies
Languages
Humanities and Social Sciences: History, Geography, Psychology, Sociology, Anthropology,
Arts: Fine Art, History of Art, Music, Philosophy, Classics
Design (except Computer Design)
Speech Therapy, Occupational Therapy
Education (except Mathematics Education or Education with Mathematics)
10Students with SEN and the IB
The staff of Tonbridge Grammar School are committed to building a community that is supportive of all
students. We follow the IBO's well established policies for accommodating students with special needs:
"The IB believes that all candidates must be allowed to take their examinations under conditions that are as
fair as possible. Where normal examination conditions and assessment procedures would put candidates at
a disadvantage and prevent them from being able to demonstrate their skills and knowledge adequately,
reasonable forms of accommodation may be authorised." (Handbook of Procedures for the Diploma
Programme)
Individual needs may include but are not limited to learning disabilities; autism spectrum disorders; and/or
physical, sensory, medical or mental health issues. We believe in supporting all of our students, including
those with special needs, so that conditions for the Diploma Programme are as fair and equitable as
possible.
Meeting Needs with Subject Choices
It is our firm belief that we can find a programme that:
fits every student's needs;
plays to their strengths;
enables them to access the breadth of subjects that the IB offers.
A distinct advantage of the IB Diploma Programme is that students have the choice of a wide variety of
courses with varying degrees of challenge and depth that can play to a student’s strengths. For example:
Group Pathway
An alternative to 'Pure' English Higher and Standard Level is English Literature and
1
Performance.
2 Languages offers 3 Levels: Higher, Standard and ab initio.
The range of subject on offer at Higer Level allow students to develop their personal
3
interests.
Alternatives to 'Pure' Biology, Chemistry and Physics are Design Technology,
4
Environmental Systems & Societies, or Sports Exercise & Health Science.
5 Maths offers 3 levels: Higher Maths, Standard Maths and Maths Studies.
The Arts offer a practical and creative balance to the Diploma Programme and are
6
experience inpersonalising courses for students.
This variety gives all students the options to maximize their success and creates the opportunity to gain the
full rich Diploma Programme experience.
Meeting Needs within the Classroom
Needs are met through the classroon teaching. The SENCO ensures that all teachers are:
aware of the nature of the individual needs of each student with SEN;
provided with suggested strategies to support the learning of students with SEN.
Reviews are held in the early part of Year 12 to ensure that we tailor the best support for identified needs
early on in the programme. Throughout the course, the progress of students with SEN is monitored by the
SENCO who works closely with the Sixth Form team, the individual student and their parents/carers to review
strategies and any reasonable adjustments that have been put in place.
Meeting Needs with IB Assessments
The SENCO liaises with the IB Coordinator so that the necessary documentation for students requiring
reasonable adjustments can be provided to the IBO. This may include extended time on examination
papers, use of a cleared computer and any other relevant special consideration in accordance with the IBO
guidelines. Full details can be found in the document IBO: Candidates with special assessment needs.
11Creativity, Activity, Service Core
“...if you believe in something, you must not just think or talk, but must act.”
Peterson (2003)
Creativity, Activity, Service (CAS) gives students real life experiences outside of the classroom and use
skills to help others in the local and international communities. CAS is designed to be a break from
academic absorption that can be tailored to meet personal life choices.
We have excellent links with many outside organisations which allow unique enrichment opportunities.
These include working with the service users of the Scotts Project Trust, a local day and residential care
home for adults with profound learning difficulties.
Course content
CAS stands for Creativity, Activity, Service. All IB students must complete a CAS programme which can be
documented as early as the first day of Year 12 (but not before) and continues into Year 13 (lasts a
minimum of 18 months).
The CAS programme includes documented evidence (via a personal portfolio) of participating in various
experiences and at least one long term project (at least 6 weeks duration) with a good balance between
creativity, activity, and service. Clearly demonstrating the achievement of the 7 learning outcomes.
Assessment
Successful completion of CAS is a requirement for the award of the IB diploma. CAS is not formally
assessed but students need to document activities and provide evidence that the learning outcomes have
been achieved.
CAS is a pass or fail criteria, there are no points awarded. However, the achievement of 7 learning
outcomes must be evidenced via a personal portfolio.
What do students say?
“CAS has given me a more global outlook, and has ultimately influenced what I want to do with my life.”
Charlotte
“The CAS component of my IB Diploma has been one of the most rewarding aspects of the whole IB
programme. I have enjoyed seeing my skills develop with each of the experiences, building upon the
lessons I learnt at every stage and from every angle of the CAS programme.” Benedict
12Extended Essay Core
The extended essay is gives students the unique opportunity to do independent research on a topic in
which they have a special interest - it is comparable to a ‘dissertation’ at university level. It is an inquiry-
based experience that is guided by students’ engagement and interest in the topic that they select to
explore.
Students are allocated a personal supervisor to support and guide them through the process.
Course content
The extended essay is an independent, self-directed piece of research, finishing with a 4,000-word essay
or research project. The IB states that “The essay is to be the authentic, personal work of the student
and is to provide the student with the opportunity to engage in independent research. Emphasis is placed
on the development of the skills of organising and expressing ideas logically and coherently.”
The extended essay requires students to identify a topic of their choice, research into it and then write
4000 words on it. Students keep a ‘Process Log’ which forms the basis of Reflection at the end of the
process. The choice of topic is entirely based on personal choice (within reason).
Examples
To what extent has the third Millennium Development Goal of gender equality and empowerment
of women been achieved in Pakistan? World Studies
To what extent was Jane Austen a voice for social change, or for entertainment? English
To what extent does boiling time effect the Vitamin C concentration in citrus fruits and vegetables
and what are the dietary implications? Biology
To what extent are there socio-economic disparities between the South East and the North West of
England? Geography
Is Pornography immoral? Philosophy
To what extent is Psychodynamic Therapy the most effective treatment in helping to relieve the
symptoms of Postpartum Depression in mothers? Psychology
Assessment
The extended essay is completed in Year 12 and is a compulsory requirement of the Diploma core.
What do students say?
“EE has been really interesting for me because it has allowed me to find out more about the parts of my
subject that I am really interested in whilst not having to include the parts I don’t like.” Ollie
Although 4000 words sounds like a lot, once you really get going with it it’s hard to stay within the limit
because it’s so easy to get carried away.” Sarah
13Theory of knowledge Core
How do we know what we know?
Theory of Knowledge (TOK) is a compulsory part of the IB diploma core component. It asks the central
knowledge question of how we can claim to know things in different fields through an examination into
methods of establishing knowledge.
TOK is a discussion based subject where different perspectives are highly valued. There is minimal written
work and students choose the focus of their two assessed pieces with support from staff.
Course content
TOK enables you to explore the nature of knowledge and truth in all your diploma subjects and make links
between them. It develops invaluable skills in questioning ‘accepted’ ideas, critical thinking and debating.
We start Year 12 with an introduction to the ‘Ways of Knowing’ and then apply the concepts to the Areas
of Knowledge . An example in Ethics is examining the role of emotion and reason (as ways of knowing) in
approaching real life ethical dilemmas such as collateral damage in warfare.
Assessment
Presentation: Individual or groups up to 3, exploring a self selected real life situation in light of a
knowledge question
Written assignment : 1600 word essay chosen from set of 6 prescribed titles published by the IB
What do students say?
“I really enjoy TOK because it enables you to engage with the ways in which we know what we know, and
it's useful as it links into all your other subjects.” Jasmine
14Group 1
English Literature Higher Level
Standard Level
“That is part of the beauty of all literature. You discover that your longings are universal
longings, that you're not lonely and isolated from anyone. You belong.” F Scott Fitzgerald
There are no areas of study that English and communication skills do not influence. The basic principles of
reading and writing affect all aspects of everyday life. The study of English Literature also encourages a
deeper level of thought; it challenges and affirms, broadens your perceptions and encourages you to have a
deeper empathy with individuals and the world around you. The course has a global context and so,
although we consider texts within the British Isles, we also study literature from around the world.
Therefore, as well as looking at Shakespeare and an English 18th century novel, we also look at ‘Maus’ which
is a graphic novel, and a number of texts in translation, recent examples include: ‘Therese Raquin’, ‘Blood
Wedding’ and ‘A Doll’s House’.
There is a great deal of scope within the course and the variety and choice of texts for study is wide-
ranging. Students are encouraged to participate in discussions and to offer their opinions and views which
makes lessons insightful and very thought-provoking.
Course content
English offers a number of inter-disciplinary skills that contributes to other subjects. It focuses on helping
students improve their written expression; honing their analytical skills, learning how to be incisive when
exploring language and gaining greater confidence in delivering presentations.
Standard Level Higher Level
Students are required to study 10 literary works. Students are required to study 13 literary works and
show a deep understanding of content and writers’
techniques.
Enrichment
Theatre trips to local venues and the West End theatres, Sixth Form Literary Society.
Assessment
Standard Level Higher Level
Internal assessment Oral presentation (15%) Oral presentation (15%)
Oral commentary (15%) Oral commentary (15%)
External assessment Works in Translation essay Works in Translation essay (25%)
(25%)
Final examination Unseen Poetry and Prose (20%) Unseen Poetry and Prose (20%)
Literary Genres (25%) Literary Genres (25%)
Further study
A number of our students pursue English or English combined courses at undergraduate level. Alumni
include a student who graduated with a First Class Honours Degree from Oxford University and another one
who gained a First Class Honours Degree for Creative Writing from Exeter University. Within the last few
years, we have leavers with university destinations including Oxford, Cambridge, UCL, Kings, St Andrews,
Bristol, Leeds, Exeter and Warwick.
What do students say?
“Higher Level English allows for a great diversity and range of texts all of which are interesting so there is
always something you’ll love. Not only is the content highly engaging but you learn how to develop your
skills of analysis and interpretation and become confident and independent thinkers and writers.” Ellen
15Group 1
English Literature and Performance Higher Level
Standard Level
“All the world's a stage, And all the men and women merely players; They have their exits and
their entrances, And one man in his time plays many parts.” William Shakespeare
In Literature and Performance students study seven literary works covering three genres: drama, poetry and
prose with texts drawn from different periods and cultures. Students will develop an appreciation of literary
techniques and performance potential in each texts studied. They will demonstrate an ability to speak and
write effectively about texts and performances. Some students will have studied Drama for GCSE but this is
not a requirement for the course. Students need a positive attitude to performing and a willingness to attend
theatrical productions.
There is a great deal of scope within the course and the variety and choice of texts for study is wide-
ranging, this means that teachers choose texts that they have a natural interest in, which often vary from
one year to the next, and students can also be a part of the decision-making process. Students are
encouraged to participate in discussions and to offer their opinions and views, this makes lessons insightful
and very thought-provoking. The Literature and Performance course aims to explore the relationship
between literature and drama. The main focus of the course is the interaction between the literary skills of
close reading, critical writing and discussion and the practical, aesthetic and symbolic elements of
performance.
Course Content
Students will be devising and performing work, writing commentaries, comparing poems, thinking about
how a novel might be adapted for the stage and studying stagecraft. This is an interdisciplinary interaction
between conventional literary criticism and the practical and aesthetic elements of performance. Poetry,
prose and drama texts are explored from different angles in a way that goes beyond what is characteristic
of either literary or theatre studies as single disciplines. A distinctive outcome of this “marriage” is the
performance of a piece transformed from poetry or prose.
Enrichment
Theatre trips to local venues and the West End theatres.
Assessment
Internal assessment Written assignment (20%)
Performance (40%)
Final examination Prose and Performance (20%)
Poetry (20%)
Further study
Theatre Studies, Drama, Performing Arts, Liberal Arts.
Many students who do not require English for their degree enjoy taking Literature and Performance.
What do students say?
“The course provided a different perspective to studying English - an active approach perfect for a
kinaesthetic learner… there was a lot of collaborative work which made the course really enjoyable.” Freya
16Group 2
Modern Languages Higher Level
Standard Level
Can you imagine a world without croissants for breakfast, sushi for lunch and paella for
supper?
Learning languages is about intercultural understanding; open-mindedness; communicating more effectively
with others; understanding your own culture better, being a citizen of the world. Today there are 220 million
French speakers worldwide, 400 million Spanish native speakers, 130 million for Japanese and 61 million for
Italian.
We offer a wide range of languages and students often study more than one. French and Spanish are
available at Standard or Higher Level while Ab Initio courses allow students to experiment with a new
language and learn Italian, Spanish or Japanese to conversational level. All lessons are taught
predominantly in the target language and encourage excellent speaking proficiency linked to the real world.
We have an excellent track record in terms of results and last year eight of our students, of which half were
dual linguists, went on to study languages as part of their university degree.
Course content
Ab Initio Standard Level Higher Level
Three themes: Individual Core topics: Social Relationships, Core topics: Social Relationships,
and Society, Leisure and Communications and Media, Global Communications and Media, Global
Work, Urban and Rural Issues Issues
Environment.
One optional topic: Health, Science & One optional topic: Health, Science &
Technology, Cultural Diversity, Leisure Technology, Cultural Diversity, Leisure
and Customs and Traditions. and Customs and Traditions.
Literature
Enrichment
French and Spanish exchanges, Model United Nations bilingual conference in Geneva, teach languages at
Primary School, run languages clubs and mentor younger students, Languages at University Programme.
Assessment
Ab Initio Standard Level Higher Level
Internal Speaking (25%) Speaking (30%) Speaking (30%)
assessment Written assignment Written assignment (20%) Written assignment (20%)
(20%)
Final Reading (30%) Reading (25%) Reading (25%)
examination Writing (25%) Writing (25%) Writing (25%)
Further study
Many of our students go on to study languages at university including MML (Cambridge), Modern Foreign
languages & Business (Birmingham), Modern Foreign languages & History (Durham) and Modern Foreign
languages & Philosophy (UCL)
What do students say?
“I have really enjoyed studying HL French because it has helped me to learn more about the culture. Also
my speaking skills and confidence have massively improved since my GCSE.” Lauren
“It is very different from the European language as Japanese use a different writing system but I found it
very interesting to learn and never fail to enjoy every lesson." George
17Group 2
Latin Higher Level
Standard Level
“historia vitae magistra” - “History, the teacher of life” Cicero
Latin in the sixth form is very similar to studying at GCSE with translation, literature and source work so
students who enjoyed GCSE will find even more enjoyment in the Diploma and there will be no scary
surprises! Studying Latin is about so much more than translating though. Exploring the Classical World and
the very origins of western society encompasses thinking and discussion from many perspectives and
subject disciplines including History, English, Philosophy, Politics, and Law.
A comprehensive education in Latin can never be a bad thing, with lawyers, doctors, scientists, writers and
politicians all making use of the related linguistic skills in their day-to-day work. Not only that but as English
speakers we can exploit our knowledge of Latin to further our own expertise in communication, problem
solving and complex thought.
Course content
Higher and Standard Level students study together in the same class. Half the lessons are given over to
language revision, consolidation and extension. Students are given regular vocabulary and grammar tests as
well as working both collaboratively and independently on a variety of prose and poetry translation
passages. Dictionary skills are taught to ensure effective use in the final examination. Literature lessons
involve working through the texts, translating collaboratively and analysing the style and meaning of the
poems. Higher Level students have some separate lessons to work on their additional literature.
Standard Level Higher Level
Students study the same units as the Higher Level Students study the same units as the Standard Level
students but both examinations are shorter. The students but both examinations are longer. The
complexity of the language examination is very complexity of the translation examination is very
similar to Higher Level. The literature examination similar to Standard Level. The literature examination
requires study of fewer passages. requires study of additional passages and students
write a short essay on the genre they have studied.
Enrichment
Biannual visit to Pompeii, Oxbridge reading, translation and essay competitions, university talks and theatre
visits.
Assessment
Standard Level Higher Level
Internal Assessment Research dossier (20%)
Final Examination Language (35%) Language (35%)
Literature (45%) Literature (45%)
Further study
Latin students have aspirations to study a variety of subjects at university including English, History,
Philosophy, Law, Film, Art, Sciences and Languages; as well as Classics. All find having studied Latin they
stand out from the crowd and can use either the skills, content or both directly in their studies. Every year
we have a handful of students applying to a variety of universities for classical related degrees. Several
apply to Oxbridge, and TGS’s Latin students have a high success rate.
What do students say?
“Latin is a great choice as it gives you a deep insight into Roman culture as well as thorough skills in
translating and analyzing literature” Tori
18Group 3
Economics Higher Level
Standard Level
Economics is a subject that changes every day and where we can debate issues that really matter to
students, from university fees to why footballers are (perhaps) not overpaid!
Economics develops a wide range of skills including structuring an effective argument, cogent writing,
quantitative skills, integrating theory and practice and, most of all, a spirit of enquiry about how the world
works. Studying Economics will help students understand the issues that lie behind news stories, equip them
for debate and help them see aspects of the world in a new – and possibly, more critical – way.
Course content
Students study macro- and microeconomics, international economies and the economics of development.
Standard Level Higher Level
Standard Level students are presented with a Higher Level students develop themes, principles and
common syllabus that gives a good grounding in ideas in modern economic science with a strong
basic economic principles based on real life grounding in real life examples. A great grounding for
examples. students wishing to pursue Economics, Politics or
Business Studies at university.
Enrichment
Visits to the London Financial district, Young Enterprise and BASE project.
Assessment
Standard Level Higher Level
Internal assessment Portfolio of 3 commentaries Portfolio of 3 commentaries based
based upon the SL syllabus upon the SL and HL syllabus
sections. (20%) sections. (20%)
External assessment Microeconomics (30%) Microeconomics (30%)
Macroeconomics (30%) Macroeconomics (30%)
Extension (20%)
Further study
An increasing number of students go on to study Economics and related courses such as Business,
International Relations, Politics and Philosophy at university. A recent student gained a place for Economics
at Trinity College, Cambridge and current students are applying for LSE, Cambridge, Durham, Exeter, Bristol
and Leeds, among other destinations.
What do students say?
“Economics relates to our everyday lives and pops up in the news so often, by studying it my understanding
of world affairs is greater!” Tabbi
19Group 3
Geography Higher Level
Standard Level
"What is knowledge worth if we know nothing about the world that sustains us nothing about
natural systems and climate, nothing about other countries and cultures?" Jonathon Porritt
Geography is recognised by many universities as a subject that creates a bridge between the arts and the
sciences. It provides significant knowledge, understanding and skills that apply to a wide and varying range
of courses and career paths and enable learners to develop a strong understanding of the world.
Geography is a popular choice and our students attain some of the best results nationally and
internationally. Students experience engaging teaching of real-world and relevant content.
Course content
The course aims to develop an understanding of the dynamic interrelationships between people, places,
spaces and environment at different scales whilst developing a critical awareness of geographical issues of
the past, present and future. The course strives to ensure students gain knowledge of varying viewpoints
and how geographical issues could be resolved whilst enabling students to recognise and evaluate the need
for sustainable development and resource management in our ever changing world.
Standard Level Higher Level
Geographic Themes (2 SL, 3HL)
Freshwater - drainage basins, Oceans and Coastal Margins, Extreme Environments, Geophysical Hazards,
Leisure, Tourism and Sport, Food and Health, Urban Environments.
Core
Population and its present and potential problems; Climate change - the cause, consequence and challenges
of the issue; Global resource consumption and management
Core Extension: Power, Places and Networks;
Human Development and Diversity; Global Risks and
Resilience
Enrichment
Field visits to Haysden Country Park and Pett Levels, biannual visit to Iceland
Assessment
Standard Level Higher Level
Internal assessment Fieldwork (25%) Fieldwork (20%)
External assessment Geographic Themes (35%) Geographic Themes (35%)
Core (40%) Core (25%)
HL Core Extension (20%)
Further study
In addition to studying Geography, many students have gone on to study a wide range of relevant and
geographically applicable courses including Geology, Environmental Science and Tourism.
What do students say?
“I enjoy the course because it allows me to comprehend global issues and possible solutions to these
problems, which is useful for anyone who wants to study Geography, International Development,
International Relations, Environmental Studies, or for anyone who wants to become more globally aware”
Anne-Marie
20Group 3
History Higher Level
Standard Level
“History increases your understanding of yourself and of contemporary society by encouraging
reflection on the past.” Paraphrased IB History Subject Guide, 2017
History is a subject with relevance to, and resonance in today’s events, giving the context necessary to
achieve a clearer understanding of those events, their roots and their effects. History taps into interests in
language, literature, cartoons, photography and their uses and abuses as evidence. History opens doors to
most subjects and careers, even in sciences, because academics and employers know that the skills of the
historian are invaluable in assessing evidence, applying objectivity, reaching reasoned conclusions, dealing
with a wealth of information in an effective and clear-minded way.
Course content
At Standard Level we build on existing knowledge of the modern world to explore key topics in greater
depth and with an understanding of differing perspectives; at Higher Level we go into less familiar but
highly engaging territory, considering some of the changes in a turbulent, earlier period which still resonate
today.
Standard Level Higher Level
Students take a source-based course on rising Standard Level options and an additional paper on
world tensions in the 1930s; and an essay-based the History of the Europe, focusing on the fifteenth
course on wars and warfare in the 20th century and and sixteenth centuries through studies of the
on the Cold War. Renaissance, exploration and discovery, and the
political and cultural impact of the Reformation.
Enrichment
IB History Students’ Conference, university lectures, essay competitions, Debate Club.
Assessment
Standard Level Higher Level
Internal assessment Written assignment (25%) Written assignment (20%)
External assessment The Move to Global War (30%) The Move to Global War (20%)
Causes, Practices and Effects of Causes, Practices and Effects of War; the
War; the Cold War (45%) Cold War (25%)
History of Europe: Renaissance, Reformation,
Exploration. (35%)
Further study
In recent years, students have gained places to read History or a related subject at the universities of
Oxford, Cambridge, Durham, Exeter, York and Manchester.
What do students say?
“History allows me to form my own opinions on the past. I believe it is very important that humanity can
understand our history, because if we don't, there's no way we'll be able to understand our present, or even
our future. Ellen
21Group 3
Philosophy Higher Level
Standard Level
“The unexamined life is not worth living” Socrates
We explore all kinds of questions examining the deeper meaning of existence and what it means to be
human. We also study key ideas such as whether or not God exists, and why do we act in certain ways?
Philosophy completely changes the way you look at every aspect of life. It develops invaluable transferable
skills such as critical questioning, logical argument, evaluation, analysis and debating. This subject is perfect
for students who enjoy debating, presenting persuasive arguments and exploring more abstract questions
on the purpose of life.
The course is designed to develop students as Philosophers themselves and not merely be able to
regurgitate the ideas of famous scholars. The range of topics is excellent and provides students with the
ability to make links between different concepts in this entirely interconnected subject.
Course content
Philosophy is the study of the fundamental nature of knowledge, reality and existence. All students
undertake the topic on the theme of ‘Being human?’ exploring different aspects of human nature.
Standard Level Higher Level
Two further elements: Four further elements:
● Theories and Problems of Ethics ● The Philosophy of Religion
● Plato’s Republic ● Theories and Problems of Ethics
● Plato’s Republic
● The Unseen Analysis
Enrichment
Conference run by scholars affiliated with the New College of Humanities (Simon Blackburn and Richard
Dawkins), speakers (Michael Lacewing, Nigel Warburton and A.C. Grayling).
Assessment
Standard Level Higher Level
Internal assessment Written assignment (25%) Written assignment (20%)
External assessment Paper 1: Human nature and Paper 1: Human nature, Ethics, Philosophy of
Ethics (50%) Religion (40%)
Paper 2: Text- Plato’s Republic Paper 2: Text- Plato’s Republic (20%)
(25%)
Paper 3: Unseen Text Response (20%)
Further study
Students have gone on to study Philosophy at UCL, Birmingham, PPE at Oxford and Philosophy, Psychology
and Scientific Thought at Leeds.
What do students say?
Philosophy is annoyingly unanswerable, but also helps you develop a way of thinking that cannot compare
to any other subjects. This accompanied by a classroom environment of discussion and structured debate
helps with developing valuable life skills" Ollie
22Group 3
Psychology Higher Level
Standard Level
Psychology - the scientific study of mind and behaviour. Psychology has its roots in both the natural and
social sciences, leading to a variety of research designs and applications, and providing a unique approach
to understanding modern society.
Psychology is a fascinating subject in its own right offering a broad insight into the workings of the mind as
well as supporting a range of other subjects, such as English, Biology, History, Philosophy and Theory of
Knowledge. In our teaching we draw on real-life examples and offer stimulating, interactive lessons.
Course content
Students learn to think critically at a number of levels and to write discursively. They will develop research
skills and an ability to interpret data. Students should have an enquiring mind, an ability to express
themselves clearly and concisely in writing and an interest in behaviour.
Standard Level Higher Level
Exploration of biological, cognitive and sociocultural Exploration of biological, cognitive and sociocultural
approaches to explaining behaviour, research approaches to explaining behaviour, research
methods and a simple experimental study. methods and a simple experimental study.
Application of learning to study of Abnormal Application of learning to study of Abnormal
Psychology or the Psychology of Human Psychology and the Psychology of Human
Relationships. Relationships.
Enrichment
Specialist lectures (Neuropsychology and Cognitive Behavioural Therapy), covert observational study of
behaviour, visit to a neurology research centre, Psychology conferences.
Assessment
Standard Level Higher Level
Internal assessment Experimental study (25%) Experimental study (20%)
External assessment Approaches to Psychology (50%) Approaches to Psychology (40%)
Options (25%) Approaches to research (20%)
Options (20%)
Further study
Many of our students go on to study Psychology at university, including Experimental Psychology at Oxford
and Clinical Psychology at Exeter.
What do students say?
“I always look forward to my lessons, it’s certainly not one that I would want to miss” Mimi
23Group 4
Biology Higher Level
Standard Level
“Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago
and, through reproduction and natural selection, have given rise to the 8 million or so different
species alive today. An interest in life is natural for humans; not only are we living organisms
ourselves, but we depend on many species for our survival, are threatened by some and co-
exist with many more.”
IB Diploma Biology Specification 2014
Studying Biology provides students with the opportunity to learn about life while developing a broad range
of transferrable skills; from the observational and analytical when recording and processing data, to the
creative and problem solving, when designing experimental work. A confident Biologist will be able to
communicate complex ideas and use logical reasoning to support their conclusions.
We encourage a practical and collaborative approach to the study of the topics covered and there is plenty
of opportunity to delve more into areas that are of particular interest. The majority of lessons are inquiry-
based, including the use of many lessons for carrying out practical and experimental work. As well as
developing knowledge and understanding, practical work allows students to develop manual dexterity and
analytical skills.
Course content
Biology covers a very broad and expanding range of scientific endeavour and can be said to be the science
of our time. The content of the IB courses at both Standard and Higher Levels are designed to incorporate
such breath, while ensuing there is time to gain an appreciation of the depth of human understanding in
some of the most relevant areas, from Molecules and Cells to Genetics and Ecology.
Standard Level Higher Level
Cell Biology, Molecular Biology, Genetics, Ecology, Cell Biology, Molecular Biology, Genetics, Ecology,
Evolution & Biodiversity, and Human Physiology. Evolution & Biodiversity, and Human Physiology.
Higher Level students also study: Nucleic Acids,
Metabolism, Plant Biology, Genetics & Evolution and
Animal Physiology.
Enrichment
Residential field courses, university lectures, Junior Science or Eco Clubs, Medical Society
Assessment
Standard Level Higher Level
Internal assessment Individual Investigation (20%) Individual Investigation (20%)
External assessment There are three papers: Multiple There are three papers: Multiple
Choice, Longer answers and Choice, Longer answers and
analysis and option (80%) analysis and option (80%)
Further study
Many students take Biology-related degrees including Medicine and biochemically-related degrees as well as
a wide range of other Life Sciences courses.
What do students say?
“Biology provides many opportunities to learn both in the classroom and outside. The field course provided
fantastic support that allowed me to produce my Internal Assessment in a stress-free environment.” Ella
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