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IBS IB Options Overview

2017-2019 Edition

IB Mission Statement: The International Baccalaureate aims to develop inquiring,

knowledgeable and caring young people who help to create a better and more peaceful world
through intercultural understanding and respect. To this end the organization works with
schools, governments and international organizations to develop challenging programmes of
international education and rigorous assessment. These programmes encourage students across
the world to become active, compassionate and lifelong learners who understand that other
people, with their differences, can also be right.
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The aim of all IB programmes is to develop internationally minded people who, recognizing
their common humanity and shared guardianship of the planet, help to create a better and
more peaceful world.

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 décisions.

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
environnent.

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.

International Baccalaureate Organization, 2016

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Programme Overview
The International Baccalaureate Diploma combines continuous assessment and examinations in six
major subjects with other activities designed to prepare the student for future studies and the modern
world in general.

The programme that leads to the diploma being awarded can be tailor-made to suit any student, but
consistency and hard work is required throughout.

The IB course is prepared over two years and may be taught and studied in any one, or combination of
the following, language(s): English, French or Spanish. The students have to select one subject from each
of the following groups:

 Group One (p. 1): First Language referred to as A-Literature. A combination of the language
and literature studies with oral work and presentations in English or French, Spanish, German,
Italian, etc.

 Group Two (p. 6): Second Language with 3 possibilities:

- B (HL) includes some literature and language (Advanced Level)

- B (SL) covers language mostly (Strong working Level)

- Ab initio is for “debutants” (Basic Level)

 Group Three (p. 9): Humanities subjects such as Geography, History and Economics.

 Group Four (p. 13): Sciences sector with Physics, Chemistry, Biology and Environmental
Systems & Societies.

 Group Five (p. 17): Mathematics available at three different levels.

 Group Six (p. 20): Elective: one can take an extra subject from one of the groups previously
mentioned or Theatre Studies or Visual Arts.

To be eligible for the diploma, the student must choose between 3 and 4 of these subjects at Higher
Level, and the others at Standard Level. Each examined subject is graded on a scale of 1 to 7 and the
student must complete ALL of the following:

 An “Extended Essay” of some 4000 words on a precise topic normally chosen from one of the
subject areas. This should demand 40 hours of work in collaboration with a tutor. Completed
essays are due at the beginning of the 2nd year.

 The “Theory of Knowledge” course will require the completion of an essay and a presentation.
This course is designed to ensure that students engage in critical reflection and analysis of what
we call ‘knowledge.’
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The award of 3 extra bonus points accompanies excellent performances in the above two disciplines.

Creativity, Activity and Service: a popular part of the IB Diploma Programme that involves the students
in Art, Theatre, Music, Sport and a wide variety of Volunteer activities is designed to be of service to the
community both here and abroad. A total of 150 hours of CAS must be accumulated over the two-year
period of IB studies.

Survol du programme

Le diplôme du baccalauréat international est une combinaison de contrôle continu et d’évaluations dans
six sujets majeurs, avec d’autres activités destinées à préparer l’étudiant à ses études futures et au monde
moderne en général.

Le programme qui mène à l’obtention du diplôme peut être adaptable à tout étudiant mais un travail
sérieux et régulier est obligatoire.

Le cursus IB se prépare sur deux ans et peut être enseigné et étudié dans une seule ou dans une
combinaison des trois langues : Anglais, Français ou Espagnol. Les étudiants doivent choisir un sujet
dans chacun des groupes suivants :

 Groupe un (p. 1) : la 1ère langue choisie correspond à « A Literature .» Une combinaison de

cours sur la langue et sa littérature, comprenant un travail oral et des exposés en Anglais,
Français, Espagnol , Allemand etc.

 Groupe deux (p. 6) : la 2ème langue choisie avec 3 possibilités :

- B (HL) comprend la langue et sa littérature (niveau supérieur)

- B (SL) ne comprend que la langue ( bon niveau )

- Ab initio convient aux « débutants » ( niveau basique).

 Groupe trois (p. 9) : les sciences humaines comprenant la géographie, l’histoire et l’économie.

 Groupe quatre (p. 13) : les matières scientifiques comprenant la physique, la chimie, la biologie
et les études sur l’environnement.

 Groupe cinq (p. 17) : mathématiques à différents niveaux avec une option « études en
mathématiques ».

 Groupe six (p. 20) : une matière supplémentaire peut être choisie parmi les groupes ci-dessus,
avec le théâtre et les arts visuels.

Pour pouvoir obtenir le diplôme, l’étudiant doit choisir entre 3 et 4 matières au niveau supérieur, et les
autres au niveau intermédiaire. Chaque matière évaluée est notée de 1 à 7. L’étudiant doit également :
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 Rédiger un mini-mémoire d’environ 4000 mots sur un thème extrait d’une des matières. Ce
travail demande 40 heures de travail avec un tuteur. Les mémoires terminés devront être rendus
au début de la deuxième année.

 Suivre un cours sur la « Théorie des connaissances »qui nécessitera aussi une dissertation. Ce
cours est destiné à apprendre aux étudiants le sens critique et l’analyse du « savoir ».

3 points bonus récompenseront d’excellentes notes obtenues dans les deux disciplines ci-dessus.

Créativité, Activité et Service : une partie très appréciée du programme IB qui demande aux étudiants
de s’engager dans les activités artistiques, théatrales, musicales et sportives ainsi que dans un large panel
d’activités de volontariat au service de la communauté, à la fois en France et à l’étranger. Un total de 150
heures de CAS doit etre réalisé pendant les deux années du cursus IB.

Overview of Individual Subjects

Group 1 – ‘A Languages’ (Literature taught in 1st language)

In the language A: literature courses, focus is directed towards developing an understanding of the
techniques involved in literary criticism and promoting the ability to form independent literary
judgments. The study of texts, both literary and non-literary, provides a focus for developing an
understanding of how language works to create meanings in a culture, as well as in particular texts. All
texts may be understood according to their form, content, purpose and audience, and through the social,
historical, cultural and workplace contexts that produce and value them. Responding to, and producing,
texts promotes an understanding of how language sustains or challenges ways of thinking and being.

Group 2 (Language Acquisition)

B Languages

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.

Ab Initio Languages

The study of a modern language entails acquiring a language system and applying it using different
communicative and interactive situations. The language ab initio course is an opportunity for students to
further their linguistic skills by taking up a second foreign language for the first time. At ab initio there is
an emphasis on practical utility, the overall objective of this course being for students to achieve
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communicative competence in a variety of everyday situations (informal conversation, letter, discussion,

written text, etc.).

Group 3 – The Humanities

History

History is more than study the past. It is the process of recording, reconstructing and interpreting the
past through 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. History is more than memorizing dates and kings
from the past and it is definitely more than warfare and battles. It’s a topic that gives you an
understanding of the present through critical reflection upon the past whether it’s political, economic or
social. It will develop your own critical thinking and prepare you for an international and intercultural
awareness, which is useful for you in a variety of professions in the future.

Geography

There has never been a better moment to study IB Geography. Since Geography is firmly grounded in
the real world, we examine issues affecting our planet today. As a multi-disciplinary subject, Geography
covers a myriad of topics ranging from the HIV/Aids epidemic (Geography of Food & Health) to
McDonaldalisation (Globalisation). In the IB syllabus, there is a strong emphasis on linking the content
learnt in class to the real world. Our field trips range from local investigations in the picturesque
Luberon Valley, the ‘heart’ of Provence, to our international travel to Iceland, ‘the land of fire and ice’.
There are tangible benefits to studying Geography. The subject will provide you with knowledge about
our rapidly changing world and the skills of critical thinking, research and analysis. Hence, universities
and employers value those who have become ‘global thinkers’ with the ability to offer solutions to
challenges present in our environment.

Business & Management

Management is one of the main activities in modern life. In one moment of our life we have to manage
an activity (your own business) or a group of people (captain of your rugby team) or be managed by
someone. This course will help you to develop your leadership, be versatile, creative and have
knowledge of all the areas of an organization. It will also help you to create new businesses and to
manage them well. Well managed organizations are stable, prosperous and successful. It will develop
your skills for decision-making using a problem-solving approach. Business and Management is a good
complement for the IB Economics course, for students aiming to do an undergraduate program on
Business, Economics, Political Sciences, International Relationships and Law. Students taking this
course will develop an understanding of business theory, as well as an ability to apply business principles,
practices and skills.

Economics

Everyday life confronts us with various economic problems. Studying economics helps students to
understand reality and provides a reasoning framework for decision-making. It allows students to have a
wider and deeper view of the society. Economic contents are present in the majority of university
programs and students will find them if they take: Economics, Business and Management, Political
Science, Engineering, Biology, Journalism, Tourism, Law and History, among others. The reason for
this is simple — most university graduates will become professionals that will have to make decisions
related to the allocation of resources, the management of human resources and corporate life making it
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necessary to have basic economic knowledge. Although there is quite a bit of theory involved, this
subject is not entirely theoretical since these theories can be applied to real-world examples. Economics
incorporates elements of History, Geography, Environmental Sciences and Politics as well as many
other fields of study.

Global Politics

What is the nature of political power? How are decisions made at local, state and international levels?
Who gets to make these decisions? What theories underpin modern systems of government? In an age
of ever-increasing and diversified information, how do we begin to make sense of, understand and
engage with competing voices in international debates? Through this course, students are challenged to
critically explore political concepts such as power, equality, sustainability and peace in a range of
contexts. Through real-world examples and case studies, students will develop an understanding of the
local, national and global dimensions of political activity and will consider political issues affecting their
own lives. Organized around the central theme of people, power and politics, this course includes four
core units which are compulsory for both SL and HL: Power, sovereignty and international relations,
Human rights, Development, and Peace & conflict.

Group 4 – Experimental Sciences

Chemistry

Forget all the rest – this is the best! The Chemistry syllabus is divided up into many topics, which are all
nonetheless closely linked. Indeed this science is very much an accumulative knowledge–based one.
What you learn early on helps you understand much better the later work. “Learning by heart” is simply
not practical in Chemistry. You will learn that the Periodic table (your “best friend”) contains so much
more information than you ever dreamed of, that properties of elements are due to the structure of their
atoms and how these are joined together and that it is a good idea to be able to predict what would
happen before you add chemicals together and blow yourself up (and me!). In this course you will
calculate, investigate, precipitate, concentrate, estimate, initiate, propagate, terminate and disintegrate –
sometimes all at the same time. The skills you will learn will stand you in good stead for future scientific
studies or for working in a kitchen as a chef later on.

Physics

Through studying any of the group 4 subjects, students should become aware of how scientists work and
communicate with each other. 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. Physics is the most fundamental of the experimental
sciences, as it seeks to explain the universe itself, from the very smallest particles – quarks (perhaps 10-17
m size), which may be truly fundamental – to the vast distances between galaxies (1024m).

Environmental Systems and Societies (ESS)

Forget about being cooped-up in a classroom all year long and let’s enjoy the fresh air! Choose a
truly new, contemporary and fascinating subject that you have never been taught before. ESS is the
scientific study of interactions between human societies and their natural environment. We humans
are a part of a long history of the development of life on Earth, making us a species among millions of
others sharing our planet. We are deeply related to the environment for our food, water, air, energy,
culture, medicine, recreation... Our individual behaviour and our society’s choices can generate
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negative consequences (such as pollution, destruction of habitats, loss of biodiversity, climate change,
over-exploitation of non-renewable resources...) but also some positive ones (conservation of
biodiversity, protected areas, captive breeding, sustainable use of raw materials...). One of the objectives
of this course is to provide you with a sound scientific background regarding some of the most
important environmental issues of the 21st century.

Sports, exercise and health science (SEHS)

Sports, exercise and health science (SEHS) is an experimental science that combines academic study
with the acquisition of practical and investigative skills. It is an applied science course within group 4,
with aspects of biological and physical science being studied in the specific context of sports, exercise
and health. Moreover, the subject matter goes beyond the traditional science subjects to offer a deeper
understanding of the issues related to sports, exercise and health in the 21st century. Apart from being
worthy of study in its own right, SEHS is a good preparation for courses in higher or further education
related to sports fitness and health, and serves as useful preparation for employment in sports and
leisure industries.

Biology

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. Estimates vary, but over the course of evolution 4 billion species could have been produced. Most
of these flourished for a period of time and then became extinct as new, better adapted species took
their place. There have been at least five periods when very large numbers of species became extinct and
biologists are concerned that another mass extinction is under way, caused this time by human activity.
Nonetheless, there are more species alive on Earth today than ever before. This diversity makes biology
both an endless source of fascination and a considerable challenge. During the 1st year we’ll look at the
core topics for SL and HL, which are: Statistical Analysis, Cell Biology, Biochemistry, Genetics,
Ecology, and Human Health. During the 2nd year we’ll look at two options and HL will extend the core
topics to look at them in a bit more detail.

Group 5 – Mathematics

Higher Level

Maths HL is a tough course in terms of its content and is relatively heavy going in terms of speed. It is
aimed at students with a good mathematical background and those who are confident in a range of
analytical and technical skills. Maths could even be a subject chosen later at University. A good grade in
this is often a prerequisite for many engineering courses later on. Personal work is an important part and
it is essential to be well organised practically and in one’s head. The ideal choice for those who love
maths!

The course covers a wide range of topics including:

 Algebra including sequences and series and complex numbers

 Functions, equations and graphs,

 Circular functions and trigonometry with angle measurements

 Vectors in 2D and 3D and applications to lines and planes

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 Probabilities and statistics with the basic distributions

 Calculus, differentiation and integration with their applications and uses

There is also an option chosen by the teacher with the students from one of the four following topics:

 Statistics and probabilities extension

 Sets, relations and groups

 Calculus

 Discrete mathematics

Standard Level

Maths SL is a course which contains the main useful features and allows the students to go on to
scientific studies or to pursue an alternative career route. It does not require strong prerequisites but
needs a regular and consistent work rate in order to succeed. If one wants to compare it with the two
other Mathematical options available here at IBS, we can say that it is similar to HL but with some
points eliminated from the syllabus and specifically the options which are tough in the HL course. It is
different from Mathematical Studies which is a more in depth review of an IGCSE course.

The course covers a wide range of topics including:

 Algebra including sequences and series, logarithms, binomial theorem

 Functions, equations and graphs, transformations

 Circular functions and trigonometry with angle measurements

 Vectors in 2D and 3D

 Probabilities and statistics with the basic distributions (binomial/normal and regression)

 Calculus, differentiation and integration with their applications and uses; kinematics

Studies Standard Level

This course offers an interesting and broad 7-topic programme which successfully reconciles students “not
mathematically inclined” with the subject. Too often considered the poor relation of the other Mathematical
subjects available in group 5, this course is designed specifically to build and maintain confidence in those
students who are unlikely to require mathematics in their future studies at University. It is by no means
“maths for dummies” and students already need to be equipped with fundamental skills and knowledge of
basic mathematical processes before starting this course. In our opinion it concentrates more on the
practical application of maths and is more likely to be of interest to most students since they can readily
understand their future need for this in their lives. The course includes project work, a piece of written
work based on personal research which is guided and supervised by the teacher and requires the
collection of data, analysis thereof and interpretation of the ensuing results. This is internally assessed and
makes up 20% of the final overall mark. There are 2 written examinations both lasting one and a half
hours that carry equal weighting (40% each), which test the whole syllabus. There is no choice of
questions.
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Sub-topics covered are:

 Financial mathematics
 Interest rates
 Currency conversions
 Statistics / Normal distribution / Corrections
 Standard deviation
 Lines of regression
 Chi squared test
 Introductory differential calculus
 Geometry and trigonometry
 Sine and cosine rules
 Functions
 Mapping diagrams
 Sets, logic and probability
 Truth tables
 Numbers and sequences
 SI units and standard for

Group 6 – The Arts

Visual Arts
Visual Arts is too often thought of as an easy discipline. But creating significant art proves to be a
complicated and highly time consuming process. Meeting the rigorous IB Visual Arts standards will
require intense personal investment in terms of effort and time. The IB Visual Arts Programme consists,
for both Higher Level (HL) and Standard Level (SL), of two linked parts: While most of the allocated
time (80%) is spent with studio work and investigation, a parallel Art Theory course (20%) will introduce
students to art concepts and the practice of art criticism. Here students will be expected to develop the
“language of art” and improve their capability of producing meaningful artwork.

Theatre
The IB Theatre Studies program aims to help students understand the nature of theatre through
practical, historical and theoretical study. Students will discover that such understanding comes not only
from the intellect, but from the senses as well as the body and the emotions. While this course requires
no previous experience, it does demand open-mindedness, creativity and an ability to work closely with
others. The student will develop skills in acting, directing, technical theatre, dramaturgy and play analysis
all informed by the examination of different theories and styles. Artistic risk-taking, critical reflection and
research will be intermingled with a spirit of collaboration to shape and instil an understanding of the role
of theatre (past, present, and future) in our society and our world. In addition, this course will strive to
construct and extend bridges of knowledge to other IB Diploma coursework including literature,
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philosophy and language studies through exploration and the intricacies of giving breath and vitality to the
written word.

Core

Theory of Knowledge in English

Theory of Knowledge (affectionately known as TOK) is the aspect of philosophy which examines our
search for truth both in our education and in our experience of the world around us. Using the different
"Ways of Knowing" which are reasoning, language, sensory perception and emotions, students are
encouraged to explore and think critically about the different areas of knowledge in their school
curriculum and beyond. Our aim is to develop an awareness of the clichés and stereotypes which are
inherent in a mediatised society and to help in the selection of valid criteria which are essential for the
development of independent thought.

Theory of Knowledge in French – Théorie de la connaissance

Pendant l’année de première et de terminale, les élèves suivront un cours de Théorie de la

Connaissance, qui les placera en situation d’examiner certaines des connaissances qu’ils ont déjà
acquises – que celles-ci soient « ordinaires » ou qu’elles dépendent plutôt de sciences établies. Dans tous
les cas, ce que l’on examine est une part des savoirs qui ont été élaborés en « commun » par les hommes
et découverts, discutés, confirmés, infirmés, augmentés et transmis via leur rationalité et leurs
interactions.