Tonbridge Grammar School - IB Diploma Guide - Entry 2018

Tonbridge Grammar School
    IB Diploma Guide - Entry 2018

           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

The 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
                                                                                                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
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.
                                                                                                        Year 13

The 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
                                                 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

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.
Autumn Curriculum Offer Entry September 2018

 Group 1: Studies in Language and            S H                   Guidance notes
 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.

Results 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).

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%

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%
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%
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%

University 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

Choosing 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.
                                                           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.

Choosing 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.
 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.
                                  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.

Which 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)

Students 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
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
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
         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
               Alternatives to 'Pure' Biology, Chemistry and Physics are Design Technology,
               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
               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.

Creativity, 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.


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.”

“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

Extended 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
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).


      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


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

Theory 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.


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

Group                  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’


Theatre trips to local venues and the West End theatres, Sixth Form Literary Society.


                                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%)

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

Group                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

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.


Theatre trips to local venues and the West End theatres.


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

Group                 2
Modern Languages                                                                       Higher Level          
                                                                                       Standard Level        
    Can you imagine a world without croissants for breakfast, sushi for lunch and paella for

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

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
                             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.



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.


                           Ab Initio               Standard Level                     Higher Level

Internal            Speaking (25%)           Speaking (30%)                  Speaking (30%)
assessment          Written assignment       Written assignment (20%)        Written assignment (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

Group                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.


Biannual visit to Pompeii, Oxbridge reading, translation and essay competitions, university talks and theatre


                                     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

Group               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.


Visits to the London Financial district, Young Enterprise and BASE project.


                                             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

Group              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.

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


Field visits to Haysden Country Park and Pett Levels, biannual visit to Iceland


                                      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”

Group                 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

                  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.


IB History Students’ Conference, university lectures, essay competitions, Debate Club.


                                  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

Group               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


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).


                                   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%)
                                                                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

Group               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.


Specialist lectures (Neuropsychology and Cognitive Behavioural Therapy), covert observational study of
behaviour, visit to a neurology research centre, Psychology conferences.


                                               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

Group                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.


Residential field courses, university lectures, Junior Science or Eco Clubs, Medical Society


                                              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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