The International High School of the Gothenburg

Region (IHGR)

Subject Choice Brochure 2016-2018

Vision

Our Vision for ISGR/IHGR is to be a leading international educator with a community

of passionate life-long learners, inspiring global citizens to embrace diversity and
explore the world.

Mission

ISGR/IHGR is an international school with students aged from 5 to 19, which fosters
a culture of learning with respect and open mindedness.

Based on IB world and Swedish national standards, we tailor our curriculum to

provide students with the tools to be life-long learners in a stimulating and
nurturing environment.

We value authentic learning experiences with a global perspective. We learn

together for the future.
The IB Learner Profile
IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to
conduct inquiry and research and show independence in learning. They
actively enjoy learning and this love of learning will be sustained throughout
their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance.
In so doing, they acquire in-depth knowledge and develop understanding
across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical
decisions.

Communicators They understand and express ideas and information confidently and creatively
in more than one language and in a variety of modes of communication. They
work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany
them.

Open-minded They understand and appreciate their own cultures and personal histories,
and are open to the perspectives, values and traditions of other individuals
and communities. They are accustomed to seeking and evaluating a range of
points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings
of others. They have a personal commitment to service, and act to make a
positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas
and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional

balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order to
support their learning and personal development.
Contents

Purpose of this brochure . 5

Diploma Programme requirements . 5

Subject choice . 5

Group 1 6-7

Group 2 8-9

Group 3 10-12

Group 4 13-15

Group 5 ... 16-18

Group 6 ... 19

Core ... 20-22

The purpose of this brochure
This brochure should be read prior to choosing the subjects that will be studied for the two year
Diploma Programme. The requirements for the diploma are listed and there is a brief background to
the courses which can be studied. The last page should be completed and returned to the IB
Coordinator.

Diploma Programme Requirements

As well as the core (Theory of Knowledge, Extended Essay and CAS) students need to choose six
subjects; three at standard level and three at higher level. Students take written examinations at the
end of the programme, which are marked externally by IB examiners. Students also complete
assessed tasks in the school, which are either initially marked by teachers and then moderated by
external moderators or sent directly to external examiners.

The marks awarded for each subject range from 1 (lowest) to 7 (highest). Students can also be
awarded up to three additional points for their combined results on Theory of Knowledge and the
Extended Essay (which are graded on an A-E scale). The diploma is awarded to students who gain at
least 24 points, subject to certain minimum levels of performance across the whole programme and
satisfactory participation in the Creativity, Activity, Service requirement. The highest total that a
Diploma Programme student can be awarded is 45 points.

Subject Choice
All Diploma Programme students must complete the core of Theory of Knowledge, Extended Essay
and Creativity, Activity and Service. Thereafter students should choose six subjects, of which, three of
those subjects should be at higher level and three at standard level. IHGR offers a broad mix of
subjects enabling students to create a programme of their own which supports their interests and
allows them to pursue a wide variety of courses at university.

Group 6, includes Visual Arts but if students do not care for the subject or would like to study
another subject from groups 1-4 then it can be substituted. This allows students to design a
programme with a language profile by choosing another Language B subject from Group 2. It is also
possible to create a programme with a social science profile by substituting Visual Arts and including
History and Psychology. Alternatively it is possible to create more of a science profile by choosing not
to study Visual Arts therefore allowing the student to choose two science subjects. For those
students who wish to study medicine in Sweden it is necessary to study Biology, Medicine and
Physics. It is possible to study a non-regular diploma which allows the student to substitute subjects
in both Group 3 and 6 and replace them with science subjects. Students are encouraged to seek
further guidance from the teachers, the career guidance counsellor and the IB DP Coordinator.

Examination fee
For the final exams in 2018, IHGR will pay each students exam candidate registration fee but the
remaining subject examination fee will be paid for by the individual student. Economic subsidies can
be applied for by those students in need of financial support.
Group 1 Language A: English Language & Literature
Swedish Language & Literature
Content and Methodology
Language A: Language and Literature comprises four partstwo relate to the study of language and
two to the study of literature.

The study of the texts produced in a language is central to an active engagement with language and
culture and, by extension, to how we see and understand the world in which we live. A key aim of
the course is to encourage students to question the meaning generated by language and texts,
which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely
on the language of the texts they study and to become aware of the role of each texts wider context
in shaping its meaning is central to the course.

In view of the international nature of the IB and its commitment to intercultural understanding, the
language A: language and literature course does not limit the study of texts to the products of one
culture or of the cultures covered by any one language. The study of literature in translation from
other cultures is especially important to IB Diploma Programme students because it contributes to a
global perspective, thereby promoting an insight into, and understanding of, the different ways in
which cultures influence and shape the experiences of life common to all humanity.

Distinction between SL and HL

SL and HL students are taught as one group. HL students will be exposed to more texts than SL
students and need to submit two written tasks instead of only one at SL. For the paper 1 exam, HL
students compare two texts, whereas SL students write a commentary on only one text. HL grading
criteria is more demanding.

Assessment
SL HL % of grade
Individual Oral Commentary based on Individual Oral Commentary based on 15%
one of the literary texts one of the literary texts
Further Oral Activity based on the non- Further Oral Activity based on the non- 15%
literary component literary component
One written task based on the non- Two written tasks based on the non- 25%
literary part of the course literary part of the course
Paper 1: Commentary on an unseen text Paper 1: Comparative commentary on 20%
an unseen text
Paper 2: Essay based on the texts studied Paper 2: Essay based on the texts 25%
in Literature Texts and Contexts studied in Literature Texts and
Contexts

Prior Knowledge
It is recommended that students have had experience of writing critical essays about texts. It is
required that students have achieved at least a grade B in the Pre-IB year or a 6 in MYP10 if they
wish to study a Language A which is not their mother tongue.
Group 1 Language A: School supported self-taught literature
Content and Methodology
This course is only available to students who have another home-language than English or Swedish.
Students who take this course must have great self-discipline as they must, in many cases, work for a
large part of the course on their own. Students are guided through Part 1 of the course and given
guidance in approaching the oral presentations and exams. IHGR cannot guarantee a tutor in each
home-language and students are encouraged to find support from contacts they may have outside of
school.

The IBs policy of mother-tongue entitlement promotes respect for the literary heritage of the
students home language and provides an opportunity for students to continue to develop oral and
written skills in their mother tongue. Through the study of a wide range of literature, the language A:
literature course encourages students to appreciate the artistry of literature and to develop an ability
to reflect critically on their reading. Works are studied in their literary and cultural contexts, through
close study of individual texts and passages, and by considering a range of critical approaches. The
study of works in translation is especially important in introducing students, through literature, to
other cultural perspectives. The response to the study of literature is through oral and written
communication, thus enabling students to develop and refine their command of language.

Part 1: Works in translation

Part 2: Detailed study
Part 3: Literary genres
Part 4: The study of prose other than fiction

Distinction between SL and HL

This course is only offered at SL

Assessment
SL % of grade
Individual oral commentary: Students present a formal oral commentary on an 15%
extract from a work studied in part 2.
Individual oral presentation: Students make a presentation based on two works 15%
studied in part 4.
Written assignment: Students submit a reflective statement and literary essay on 25%
one work studied in part 1. The reflective statement must be 300400 words in
length.
Paper 1: The paper consists of two passages: one prose and one poetry. Students 20%
choose one and write a guided literary analysis in response to two questions.
Paper 2: Students write an essay based on at least two works studied in part 3. 25%

Prior Knowledge
Students who take these courses will often have varied language profiles and may be multilingual.
While it is recommended that students have had experience of writing critical essays about texts, not
having done so should not exclude them from studying language A.
Group 2 Language B: English, Swedish, French, Spanish

Content and Methodology

Language B is an additional language-learning course designed for students with some previous
learning of that language. It may be studied at either SL or HL. The main focus of the course is on
language acquisition and development of language skills. These language skills should be developed
through the study and use of a range of written and spoken material. Such material will extend from
everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The
material should be chosen to enable students to develop mastery of language skills and intercultural
understanding. It should not be intended solely for the study of specific subject matter or content.

The language B syllabus approaches the learning of language through meaning. Through the study of
the core and two of the five options at SL and HL, plus two literary works at HL, students build the
necessary skills to reach the assessment objectives of the language B course through the expansion
of their receptive, productive and interactive skills.

The core Communication and media, Global issues and Social relationships

The options - Cultural diversity, Customs and traditions, Health, Leisure or Science and technology

Distinction between SL and HL

SL and HL students are taught as one group. The differences between levels are determined by the
assessment objectives, the depth and breadth of syllabus coverage, the assessment details, the
assessment criteria, the study of two works of literature at HL and suggested teaching hours. The
focus of the SL Written Assignment is based on inter-textual reading based on the courses core, the
HL Written Assignment is based on one of the works of literature.

Assessment
SL HL % of grade
Individual Oral based on the options Individual Oral based on the options 20%
Interactive Oral Activity based on the Interactive Oral Activity based on the 10%
core core
Written Assignment 300-400 words Written Assignment 500-600 words 20%
based on inter-textual reading from the based on inter-textual reading from the
core core
Paper 1: Receptive skills Paper 1: Receptive skills 25%
Paper 2: One writing exercise of 250400 Paper 2: Section A: One task of 250400 25%
words based on the options. words, based on the options.
Section B: Response of 150250 words
to a stimulus text, based on the core

Prior Knowledge
Many factors determine the group 2 course that a student should take: the students best language,
the language(s) spoken at home and at school, and any previous knowledge of the language of study.
Group 2 Language ab initio - Spanish or Mandarin
Content and Methodology
The language ab initio course is organized into three themes.

Individual and society

Leisure and work
Urban and rural environment

Each theme has a list of topics that provide the students with opportunities to practise and explore
the language as well as to develop intercultural understanding. Through the development of
receptive, productive and interactive skills, students should be able to respond and interact
appropriately in a defined range of everyday situation.

The language ab initio course has intercultural understanding at its heart to demonstrate both its
importance and its interrelatedness within the areas of language, texts and themes. Intercultural
understanding is defined as an ability to demonstrate an understanding of cultural diversity and/or
similarity between the target culture(s) and the students own. The student develops a greater
awareness of his or her own culture(s) through learning about another. Intercultural understanding
provides both the link between the three areas of the course and the lens through which they should
be addressed.

Distinction between SL and HL

Language ab initio is available at SL only.

Assessment
SL % of grade
Individual Oral 25%
Written assignment: A piece of writing, 200350 words, demonstrating intercultural 20%
understanding
Paper 1: Receptive skills 30%
Paper 2: Productive skills 25%

Prior Knowledge
The language ab initio course is designed for students with little or no prior experience of the
language they wish to study. It is requested that at least one year of Mandarin language studies has
been successfully completed to study Mandarin ab initio.
Group 3 Business Management
Content and Methodology
Business and management is a rigorous and dynamic discipline that examines business decision
making processes and how these decisions impact on and are affected by internal and external
environments. It is the study of both the way in which individuals and groups interact in an
organization and of the transformation of resources.

The business and management course is designed to develop an understanding of business theory, as
well as an ability to apply business principles, practices and skills. The application of tools and
techniques of analysis facilitates an appreciation of complex business activities. The course considers
the diverse range of business organizations and activities and the cultural and economic context in
which business operates. Emphasis is placed on strategic decision-making and the day-to-day
business functions of marketing, production, human resource management and finance. Links
between the topics are central to the course, and this integration promotes a holistic overview of
business activity.

Distinction between SL and HL

The HL course differs from the SL course in business and management in terms of the extra depth
and breadth required such as topic 6 for HL students and the HL extension unit. The nature of the
internal assessment tasks is different. Learning outcomes and examination questions are more
demanding for HL.

Assessment

SL
Written Commentary - Students must
select a real issue or problem, not a
fictional one, and must produce a
commentary with a title presented as a
question. The 1,500 word commentary
must refer directly to a single business
organization, but may consider industry-
wide issues that impact on that
organization.
Paper 1: Based on the prescribed case
study, sections A and B
Paper 2: Section A one of two structured
questions.
Section B, two of the three questions
HL % of grade
Research Project - students must 25%
select a real organization, not a
fictional one, and the issue or decision
under investigation must also be real.
The expectation is that a student
should gather primary research from
the organization. The style and format
of the 2,000 word report should be in
the form of a useful working
document for management
Paper 1: Based on the prescribed case 35%
study, sections A, B and C
Paper 2: Section A one of two 40%
structured questions.
Section B, two of the three questions

Prior Knowledge
No particular background is required and no prior knowledge of business and management is
necessary for students to undertake a course of study based on this specification. However, a
familiarity with business concepts would be an advantage.
Group 3 History
Content and Methodology
History is more than the study of the past. It is the process of recording, reconstructing and
interpreting the past through the investigation of a variety of sources. It is a discipline that gives
people an understanding of themselves and others in relation to the world, both past and present.

Students of history should learn how the discipline works. It is an exploratory subject that poses
questions without providing definitive answers. In order to understand the past, students must
engage with it both through exposure to primary historical sources and through the work of
historians. Historical study involves both selection and interpretation of data and critical evaluation
of it. Students of history should appreciate the relative nature of historical knowledge and
understanding, as each generation reflects its own world and preoccupations and as more evidence
emerges. A study of history both requires and develops an individuals understanding of, and
empathy for, people living in other periods and contexts.

Distinction between SL and HL

SL and HL students are taught as one group and follow Route 2, 20th century world history. In
addition, HL students must read 3 options: the French Revolution and Napoleon, European
diplomacy and WWI as well as the interwar years. The options that HL students take are tested in
Paper 3.

Assessment

SL HL % of grade
Historical investigation Historical investigation 25%(SL)20%(HL)
Paper 1 four short- Paper 1 four short- 30%(SL)20%(HL)
answer/structured questions answer/structured questions
Paper 2 two extended-response Paper 2 two extended-response 45%(SL)25%(HL)
questions questions
Paper 3- three-extended response 35%
questions

Prior Knowledge
Students need not have studied history prior to starting this course. In particular, it is neither
expected nor required that specific subjects have been studied for national or international
qualifications in preparation for this course. The specific skills and knowledge required are developed
throughout the course itself.
Group 3 Psychology
Content and Methodology
IB psychology examines the interaction of biological, cognitive and sociocultural influences on human
behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is
generated, developed and applied enables students to achieve a greater understanding of
themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the
methodology and application of psychological research are key considerations in IB psychology.

IB psychology takes a holistic approach that fosters intercultural understanding and respect. In the
core of the IB psychology course, the biological level of analysis demonstrates what all humans share,
whereas the cognitive and sociocultural levels of analysis reveal the immense diversity of influences
that produce human behaviour and mental processes. Cultural diversity is explored and students are
encouraged to develop empathy for the feelings, needs and lives of others within and outside their
own culture. This empathy contributes to an international understanding.

Distinction between SL and HL

SL and HL students are taught as one group. SL students are assessed on their knowledge and
comprehension of one option in paper 2, whereas HL students are assessed on two options. In the internal
assessment, the report of a simple experimental study conducted by HL students requires inferential
statistical analysis (which students will receive full support with) and a more in-depth approach than
that required of SL students.

Assessment

SL
A report of a simple experimental
study conducted by the student
Paper 1 Section A: Three
compulsory questions on part 1 of the
syllabus.
Section B: Three questions on part 1
of the syllabus. Students choose one
question to answer in essay form
Paper 2 Fifteen questions on part 2
of the syllabus. Students choose one
question to answer in essay form.
HL % of grade
A report of a simple experimental 25%(SL)20%(HL)
study conducted by the student
Paper 1 Section A: Three compulsory 50%(SL)35%(HL)
questions on part 1 of the syllabus.
Section B: Three questions on part 1
of the syllabus. Students choose one
question to answer in essay form
Paper 2 Fifteen questions on part 2 25%(SL)25%(HL)
of the syllabus. Students choose two
questions to answer in essay form.
Paper 3 Three compulsory questions 20%
based on an unseen text, covering part
3 of the syllabus.

Prior Knowledge
No prior study of psychology is expected. No particular background in terms of specific subjects
studied for national or international qualifications is expected or required of students. The skills
needed for the psychology course are developed during the course itself.
Group 3 and/or 4 Environmental systems and societies
Environmental systems and societies (ESS) is a course that fits into both group 3 and group 4 and can
be studied as both. By choosing to study ESS the student has the option to choose an additional
subject from groups 3 or 4, or alternatively, choose another language option and retain Visual Arts as
a subject choice. This course has been specifically chosen to support those students who have no
intention of continuing with science but have a keen focus on the effect of environmental issues on
society.

Content and Methodology

The systems approach provides the core methodology of the ESS course. It is complemented by other
influences, such as economic, historical, cultural, socio-political and scientific factors, to provide a
holistic perspective on environmental issues. During the course, students will look at examples on a
variety of scales, from local to global, and in an international context.

The aims of the ESS course are to enable students to acquire the knowledge of environmental
systems and apply the knowledge, methodologies and skills to analyse them at a variety of scales.
Students are taught to value the combination of personal, local and global perspectives in making
informed decisions and taking responsible actions on environmental issues and appreciate the
dynamic interconnectedness between environmental systems and societies. The course highlights
how resources are finite, and that these could be inequitably distributed and exploited, and that
management of these inequities is the key to sustainability and engage with the controversies that
surround a variety of environmental issues. Students will develop an awareness of the diversity of
environmental value systems and a critical awareness that environmental problems are caused and
solved by decisions made by individuals and societies that are based on different areas of knowledge.
As a result of the course students should create innovative solutions to environmental issues by
engaging actively in local and global contexts.

Distinction between SL and HL

Environmental systems and societies is only offered at SL

Assessment
SL % of grade
The internal assessment investigation is to focus on a particular aspect of an ESS issue 25%
and apply the results to a broader environmental and/or societal context. The investigation
is recorded as a written report between 1,500 to 2,250 words in length.
Paper 1 - Students will be provided with a range of data in a variety of forms relating to a 25%
specific, previously unseen case study. Questions will be based on the analysis and
evaluation of the data in the case study.
Paper 2 Section A is made up of short-answer and data-based questions. 50%
Section B requires students to answer two structured essay questions from a choice of
four.

Prior knowledge
Past experience shows that students will be able to study ESS successfully with no background in, or
previous knowledge of, environmental studies. Their approach to learning, characterized by the IB
learner profile attributes, will be significant here.
Group 4 Biology
Content and Methodology
Biologists have accumulated huge amounts of information about living organisms, and it would be
easy to confuse students by teaching large numbers of seemingly unrelated facts. In the Diploma
Programme biology course, it is hoped that students will acquire a limited body of facts and, at the
same time, develop a broad, general understanding of the principles of the subject.

Although the Diploma Programme biology course at standard level (SL) and higher level (HL) has
been written as a series of discrete statements (for assessment purposes), there are four basic
biological concepts that run throughout: Structure and function, universality versus diversity,
equilibrium within systems and evolutions.

Distinction between SL and HL

Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a
common internal assessment (IA) scheme and have some overlapping elements in the options
studied. They are presented with a syllabus that encourages the development of certain skills,
attributes and attitudes. While the skills and activities of group 4 science subjects are common to
students at both SL and HL, students at HL are required to study some topics in greater depth, to
study additional topics and to study extension material of a more demanding nature in the common
options. The distinction between SL and HL is one of breadth and depth.

Assessment

SL
The final report is assessed on
personal engagement, exploration,
analysis, evaluation and
communicative skills
Paper 1 30 multiple-choice
questions
Paper 2 Section A: one data-based
question and several short-answer
questions on the core
Section B: one extended-response
question on the core and the AHL
Paper 3 Several short-answer
questions from each of the two
options studied
HL % of grade
The final report is assessed on 20%
personal engagement, exploration,
analysis, evaluation and
communicative skills
Paper 1 40 multiple-choice 20%(SL)20%(HL)
questions
Paper 2 Section A: one data-based 40%(SL)36%(HL)
question and several short-answer
questions on the core and the AHL
(all compulsory)
Section B: two extended-response
questions on the core and the AHL
Paper 3 Several short-answer 20%(SL)24%(HL)
questions and one extended-
response question in each of the two
options studied

Prior Knowledge
It is recommended that the student has had some previous exposure to biology and scientific
methods if the subject is to be studied at HL.
Group 4 Chemistry
Content and Methodology
Chemistry is an experimental science that combines academic study with the acquisition of practical
and investigational skills. It is called the central science, as chemical principles underpin both the
physical environment in which we live and all biological systems. Apart from being a subject worthy
of study in its own right, chemistry is a prerequisite for many other courses in higher education, such
as medicine, biological science and environmental science, and serves as useful preparation for
employment. The Diploma Programme chemistry course includes the essential principles of the
subject but also, through selection of options, allows teachers some flexibility to tailor the course to
meet the needs of their students. The course is available at both standard level (SL) and higher level
(HL), and therefore accommodates students who wish to study science in higher education and those
who do not.

Distinction between SL and HL

Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a
common internal assessment (IA) scheme and have some overlapping elements in the options
studied. They are presented with a syllabus that encourages the development of certain skills,
attributes and attitudes. While the skills and activities of group 4 science subjects are common to
students at both SL and HL, students at HL are required to study some topics in greater depth, to
study additional topics and to study extension material of a more demanding nature in the common
options. The distinction between SL and HL is one of breadth and depth.

Assessment

SL
The final report is assessed on personal
engagement, exploration, analysis,
evaluation and communicative skills
Paper 1 30 multiple-choice questions
Paper 2 Section A: one data-based
question and several short-answer
questions on the core
Section B: one extended-response
question on the core and the AHL
Paper 3 Several short-answer
questions from each of the two options
studied
HL % of grade
The final report is assessed on 20%
personal engagement, exploration,
analysis, evaluation and
communicative skills
Paper 1 40 multiple-choice 20%(SL)20%(HL)
questions
Paper 2 Section A: one data- 40%(SL)36%(HL)
based question and several short-
answer questions on the core and
the AHL (all compulsory)
Section B: two extended-response
questions on the core and the AHL
Paper 3 Several short-answer 20%(SL)24%(HL)
questions and one extended-
response question in each of the
two options studied

Prior Knowledge
It is recommended that the student has had some previous exposure to chemistry and scientific
methods if the subject is to be studied at HL.
Group 4 Physics
Content and Methodology
The Diploma Programme physics course allows students to develop traditional practical skills and
techniques and to increase facility in the use of mathematics, which is the language of physics.
Alongside the growth in our understanding of the natural world, perhaps the more obvious and
relevant result of physics to most of our students is our ability to change the world. This is the
technological side of physics, in which physical principles have been applied to construct and alter
the material world to suit our needs, and have had a profound influence on the daily lives of all
human beingsfor good or bad. This raises the issue of the impact of physics on society, the moral
and ethical dilemmas, and the social, economic and environmental implications of the work of
physicists. These concerns have become more prominent as our power over the environment has
grown, particularly among young people, for whom the importance of the responsibility of physicists
for their own actions is self-evident.

Distinction between SL and HL

Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a
common internal assessment (IA) scheme and have some overlapping elements in the options
studied. While the skills and activities of group 4 science subjects are common to students at both SL
and HL, students at HL are required to study some topics in greater depth, to study additional topics
and to study extension material of a more demanding nature in the common options. The distinction
between SL and HL is one of breadth and depth.

Assessment
SL
The final report is assessed on personal
engagement, exploration, analysis,
evaluation and communicative skills
Paper 1 30 multiple-choice questions
Paper 2 Section A: one data-based
question and several short-answer
questions on the core
Section B: one extended-response
question on the core and the AHL
Paper 3 Several short-answer
questions from each of the two options
studied
HL % of grade
The final report is assessed on 20%
personal engagement, exploration,
analysis, evaluation and
communicative skills
Paper 1 40 multiple-choice 20%(SL)20%(HL)
questions
Paper 2 Section A: one data- 40%(SL)36%(HL)
based question and several short-
answer questions on the core and
the AHL (all compulsory)
Section B: two extended-response
questions on the core and the AHL
Paper 3 Several short-answer 20%(SL)24%(HL)
questions and one extended-
response question in each of the
two options studied

Prior Knowledge
It is recommended that the student has had some previous exposure to physics and scientific
methods if the subject is to be studied at HL.
Group 4 Computer science
Content and Methodology
Computer science requires an understanding of the fundamental concepts of computational thinking
as well as knowledge of how computers and other digital devices operate. The Diploma Programme
computer science course is engaging, accessible, inspiring and rigorous.

Computational thinking involves the ability to think procedurally, logically, concurrently, abstractly,
recursively and think ahead. Students are expected to utilise an experimental and inquiry-based
approach to problem-solving, develop algorithms and express them clearly and appreciate how
theoretical and practical limitations affect the extent to which problems can be solved
computationally. During the course the student will develop computational solutions. This will
involve the ability to identify a problem or unanswered question then design, prototype and test a
proposed solution and liaise with clients to evaluate the success of the proposed solution and make
recommendations for
future developments.

Distinction between SL and HL

Students at SL and HL in computer science study a common core consisting of:
four topics (system fundamentals; computer organization; networks; and computational thinking,
problem-solving and programming)
one option (chosen from databases; modelling and simulation; web science; or object-oriented
programming)
one piece of internally assessed work, which includes a computational solution.

The HL course has three additional elements:

three further topics (abstract data structures; resource management; control)
additional and more demanding content for the option selected
an additional externally assessed component based on a pre-seen case study of an organization or
scenario; this requires students to research various aspects of the subjectwhich may include new
technical concepts and additional subject contentin greater depth.

Assessment
SL
Internal assessment the
development of a computational
solution.
Paper 1 Section A consists of short
answer questions. Section B consists
of three structured questions.
Paper 2 Linked to the option
studied, the paper consists of two and
five compulsory questions.
HL % of grade
Internal assessment the 30%(SL)20%(HL)
development of a computational
solution.
Paper 1 Section A consists of short 45%(SL)40%(HL)
answer questions. Section B consists
of five structured questions.
Paper 2 Linked to the option 30%(SL)20%(HL)
studied, the paper consists of three
and seven compulsory questions.
Paper 3 four compulsory questions 20%(HL)
on a pre-seen case study

Prior learning
The study of computer science at HL demands a higher level of problem-solving skills and the ability
to understand and manipulate abstract concepts. Although no previous knowledge of computer
science is required, some exposure to programming is desirable.
Group 5 Mathematics HL
Content and Methodology
This course caters for students with a good background in mathematics who are competent in a
range of analytical and technical skills. The majority of these students will be expecting to include
mathematics as a major component of their university studies, either as a subject in its own right or
within courses such as physics, engineering and technology. Others may take this subject because
they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its
problems.

The course focuses on developing important mathematical concepts in a comprehensible, coherent

and rigorous way. This is achieved by means of a carefully balanced approach. Students are
encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful
contexts. Development of each topic should feature justification and proof of results. Students
embarking on this course should expect to develop insight into mathematical form and structure,
and should be intellectually equipped to appreciate the links between concepts in different topic
areas. They should also be encouraged to develop the skills needed to continue their mathematical
growth in other learning environments.

Distinction between SL and HL

This course is a demanding one, requiring students to study a broad range of mathematical topics
through a number of different approaches and to varying degrees of depth. Students wishing to
study mathematics in a less rigorous environment should therefore opt for SL.

Assessment

HL % of grade
Paper 1 no calculator allowed. Section A short response questions based on 30%
the whole system.
Section B extended response questions based on the whole syllabus.
Paper 2 graphic display calculator. Section A short response questions based 30%
on the whole system.
Section B extended response questions based on the whole syllabus
Paper 3 - Graphic display calculator required. Compulsory extended-response 20%
questions based mainly on the syllabus options.
Mathematical exploration - Internal assessment in mathematics HL is an individual 20%
exploration. This is a piece of written work that involves investigating an area of
mathematics

Prior Knowledge
Students should have a wide variety of skills and knowledge when they start the mathematics
HL course. Most will have some background in algebra, functions and equations, circular functions
and trigonometry, vectors, statistics and probability and calculus. Some will be familiar with an
inquiry approach, and may have had an opportunity to complete an extended piece of work in
mathematics.
Group 5 Mathematics SL
Content and Methodology
This course caters for students who already possess knowledge of basic mathematical concepts, and
who are equipped with the skills needed to apply simple mathematical techniques correctly. The
majority of these students will expect to need a sound mathematical background as they prepare for
future studies in subjects such as chemistry, economics, psychology and business administration.

The course focuses on introducing important mathematical concepts through the development of
mathematical techniques. The intention is to introduce students to these concepts in a
comprehensible and coherent way. Students should, wherever possible, apply the mathematical
knowledge they have acquired to solve realistic problems set in an appropriate context.

The internally assessed component, the exploration, offers students the opportunity for developing
independence in their mathematical learning. Students are encouraged to take a considered
approach to various mathematical activities and to explore different mathematical ideas. The
exploration also allows students to work without the time constraints of a written examination and
to develop the skills they need for communicating mathematical ideas.

Distinction between SL and HL

This course does not have the depth found in the mathematics HL courses. Students wishing to study
subjects with a high degree of mathematical content should therefore opt for a mathematics HL
course rather than the mathematics SL course.

Assessment
SL % of grade
Paper 1 no calculator allowed. Section A short response questions based on 40%
the whole system.
Section B extended response questions based on the whole syllabus.
Paper 2 graphic display calculator. Section A short response questions based 40%
on the whole system.
Section B extended response questions based on the whole syllabus.
Mathematical exploration - Internal assessment in mathematics SL is an individual 20%
exploration. This is a piece of written work that involves investigating an area of
mathematics.

Prior Knowledge
All topics studied are compulsory and it is expected that students have a strong background in
algebra, functions and equations, circular functions and trigonometry, vectors, statistics and
probability and calculus. It is requested that students have achieved at least a grade of B in the Pre-IB
year if they wish to study Mathematics SL.
Group 5 Mathematical Studies SL
Content and Methodology
This course is available only at standard level, and is equivalent in status to mathematics SL, but
addresses different needs. It has an emphasis on applications of mathematics, and the largest section
is on statistical techniques. It is designed for students with varied mathematical backgrounds and
abilities. It offers students opportunities to learn important concepts and techniques and to gain an
understanding of a wide variety of mathematical topics. It prepares students to be able to solve
problems in a variety of settings, to develop more sophisticated mathematical reasoning and to
enhance their critical thinking. The individual project is an extended piece of work based on personal
research involving the collection, analysis and evaluation of data. Students taking this course are well
prepared for a career in social sciences, humanities, languages or arts.

The course syllabus focuses on important mathematical topics that are interconnected. The syllabus
is organized and structured with the following tenets in mind: placing more emphasis on student
understanding of fundamental concepts than on symbolic manipulation and complex manipulative
skills; giving greater emphasis to developing students mathematical reasoning rather than
performing routine operations; solving mathematical problems embedded in a wide range of
contexts; using the calculator effectively.

Distinction between SL and HL

Mathematical Studies is only offered at SL

Assessment

SL % of grade
Paper 1 15 compulsory short-response questions based on the whole syllabus 40%
Paper 2 6 compulsory extended-response questions based on the whole 40%
syllabus.
Mathematical project - an individual piece of work involving the collection of 20%
information or the generation of measurements, and the analysis and evaluation
of the information or measurements

Prior Knowledge
Students should feel comfortable with the study of Number and algebra, Descriptive statistics, Logic,
sets and probability, Statistical applications, Geometry and trigonometry, Mathematical models and
Differential calculus. It is recognized that some of these topics maybe unfamiliar to some students,
but it is anticipated that there may be other topics in the syllabus that these students have already
encountered.
Group 6 Visual Arts
Content and Methodology
The Diploma Programme visual arts course enables students to engage in both practical exploration
and artistic production, and in independent contextual, visual and critical investigation. The course is
designed to enable students to study visual arts in higher education and also welcomes those
students who seek life enrichment through visual arts.

The process involved in the study and production of visual arts is central to developing capable,
inquiring and knowledgeable young people, and encourages students to locate their ideas within
international contexts. Supporting the principles of the IBO mission statement (that is, to foster
students appreciation of diverse world cultures and traditions), the course encourages an active
exploration of visual arts within the students own and other cultural contexts. The study of visual
arts and the journey within it encourages respect for cultural and aesthetic differences and promotes
creative thinking and problem solving.

Distinction between SL and HL

The course content for HL and SL may be the same. However, due to the different amount of time
available for each, students at HL have the opportunity to develop ideas and skills, to produce a
larger body of work and work of greater depth. In order to reflect this, the assessment criteria are
differentiated according to option and level. There need be no direct relationship between the
number of works produced, the time spent on each, and the quality achieved: a high level of
performance at either HL or SL can be achieved in both a large and small body of work.

Assessment
SL HL % of grade
Comparative Study Comparative Study 20%
Process Portfolio Process Portfolio 40%
Exhibition Exhibition 40%

Prior Knowledge
It is possible to take the Diploma Programme visual arts course without previous experience.
Core Theory of Knowledge (TOK)
Content and Methodology
TOK is a mandatory Diploma Programme course which plays a special role by providing an
opportunity for students to reflect on the nature of knowledge. The task of TOK is to emphasize
connections between areas of knowledge and link them to the knower in such a way that the knower
can become aware of his or her own perspectives and those of the various groups whose knowledge
he or she shares. TOK, therefore, explores both the personal and shared aspects of knowledge and
investigates the relationships between them.

The raw material of TOK is knowledge itself. Students think about how knowledge is arrived at in
their various subjects, what their subjects have in common and the differences between them. The
fundamental question of TOK is how do we know that? The answer might depend on the subject
and the purpose to which the knowledge is put. TOK explores methods of inquiry and tries to
establish what it is about these methods that make them effective as knowledge tools. In this sense,
TOK is concerned with knowing about knowing.

The individual knower has to try to make sense of the world and understand his or her relationship to
it. He or she has at his or her disposal the resources of the areas of knowledge, for example, the
academic disciplines studied in the Diploma Programme. He or she also has access to ways of
knowing such as memory, intuition, reason and sense perception that help us navigate our way in a
complex world. The experiences of the student outside school also have a role to play in these
discussions, although TOK seeks to strike a balance between the shared and personal aspects of
knowledge.

Recognizing the discursive aspect of the course, the TOK presentation assesses the ability of the
student to apply TOK thinking to a real-life situation. The TOK essay gives the opportunity to assess
more formal argumentation prompted by questions of a more general nature.

Assessment

% of grade
A 1,600 word essay chosen from a list of six titles prescribed by the IB for each 67%
examination session.
An individual or group presentation where students identify and explore a 33%
knowledge question raised by a substantive real-life situation that is of interest to
them. The selected real-life situation may arise from a local domain of personal,
school, or community relevance, or from a wider one of national, international or
global scope.

A mark of A-E is awarded. This is paired with the grade from EE to award 0-3 bonus points.

Prior Knowledge
The TOK course requires no specific prior learning.
Core Extended Essay (EE)
Content and Methodology
The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma
Programme subjectsnormally one of the students six chosen subjects for the IB diploma. It is
intended to promote high-level research and writing skills, intellectual discovery and creativity. It
provides students with an opportunity to engage in personal research in a topic of their own choice,
under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally
presented, structured writing, in which ideas and findings are communicated in a reasoned and
coherent manner, appropriate to the subject chosen. Once the written essay is submitted it is
followed by a short, concluding interview, or viva voce, with the supervisor.
In the Diploma Programme, the extended essay is the prime example of a piece of work where the
student has the opportunity to show knowledge, understanding and enthusiasm about a topic of his
or her choice. In those countries where it is the norm for interviews to be required prior to
acceptance for employment or for a place at university, the extended essay has often proved to be a
valuable stimulus for discussion.

Assessment
All Extended Essays are externally assessed against 5 different criteria. A mark of A-E is awarded.
This is paired with the grade from TOK to award 0-3 bonus points.

Prior Knowledge
The extended essay is a unique task for all DP students. Whilst no particular background is needed as
a formal requirement for undertaking the extended essay, students are strongly recommended to
carry out research in a subject area they intend to study on the Diploma Programme to ensure that
they have sufficient subject knowledge to complete the task.
Core Creativity, Activity and Service (CAS)
Content and Methodology
Creativity, activity, service (CAS) is at the heart of the Diploma Programme. It is one of the three
essential elements in every students Diploma Programme experience. It involves students in a range
of activities alongside their academic studies throughout the Diploma Programme. The three strands
of CAS, which are often interwoven with particular activities, are characterized as follows.

Creativity: arts, and other experiences that involve creative thinking.

Activity: physical exertion contributing to a healthy lifestyle, complementing academic work

elsewhere in the Diploma Programme.

Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights,
dignity and autonomy of all those involved are respected.

CAS enables students to enhance their personal and interpersonal development through experiential
learning. At the same time, it provides an important counterbalance to the academic pressures of the
rest of the Diploma Programme. When CAS is done properly it should be both challenging and
enjoyable, a personal journey of self-discovery. Each individual student has a different starting point,
and therefore different goals and needs, but for many their CAS activities include experiences that
are profound and life-changing.

For student development to occur, CAS should involve:

real, purposeful activities, with significant outcomes
personal challengetasks must extend the student and be achievable in scope
thoughtful consideration, such as planning, reviewing progress, reporting
reflection on outcomes and personal learning.

All proposed CAS activities need to meet these four criteria. It is also essential that they do not
replicate other parts of the students Diploma Programme work.

Concurrency of learning is important in the Diploma Programme. Therefore, CAS activities should
continue on a regular basis for as long as possible throughout the programme, and certainly for at
least 18 months.

Successful completion of CAS is a requirement for the award of the IB diploma. CAS is not formally
assessed but students need to document their activities and provide evidence that they have
achieved eight key learning outcomes.

Creating a better and more peaceful world is a large aim. Working towards it should be seen as
involving many small steps, which may be taken locally, nationally or internationally. It is important
to see activities in a broader context, bearing in mind the maxim Think globally, act locally.
Working with people from different social or cultural backgrounds in the vicinity of the school can do
as much to increase mutual understanding as large international projects.
IB subject choice form
Please complete and return to the IB DP coordinator

Group 1 Language A
Higher level English A Swedish A
Standard level English A Swedish A Self taught

Group 2 Language B and Language ab initio

Higher level English B Swedish B French B Spanish B
Standard level English B Swedish B French B Spanish B
Spanish ab initio
Group 3 Individuals and societies
Higher level Business History Psychology Environmental
Standard level Business History Psychology
Systems and
Societies,
Group 3 and/or 4 - Standard level Environmental systems and societies
Biology and
Computer
Group 4 Experimental sciences
Science are
Higher level Biology Chemistry Physics Computer science
blocked.
Standard level Biology Chemistry Physics Computer science

Group 5 Mathematics
Higher level Mathematics Chemistry and Visual
Standard level Mathematics Mathematical studies Arts are blocked on the
schedule and cannot be
Group 6 - Visual Arts or other subject from Group 1-4 studied together
Higher level Visual Arts Other
Standard level Visual Arts Other

Name

I have read through the subject brochure and understand that I should choose three subjects at
higher level and three subjects at higher level. Alongside the DP core I have chosen to study the
subjects listed below.

Group Subject choice HL or SL Core

Group 1 Theory of knowledge
Group 2
Group 3 Extended essay
Group 4
Group 5 Creativity, activity
and service
Group 6