International Baccalaureate Diploma Programme Subject Brief The arts:
Visual arts—Standard level

First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional lan-guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—
are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate three key course components.

I. Course description and aims	II. Curriculum model overview

I. Course description and aims
The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course. Students should be empowered to become autonomous, informed and skilled visual artists.

The aims of the arts subjects are to enable students to: 1. enjoy lifelong engagement with the arts
2. become informed, reflective and critical practitioners in the arts 3. understand the dynamic and changing nature of the arts
4. explore and value the diversity of the arts across time, place and cultures
5. express ideas with confidence and competence 6. develop perceptual and analytical skills.

III. Assessment model

In addition, the aims of the visual arts course at SL and HL are to enable students to:
7. make artwork that is influenced by personal and cultural contexts 8. become informed and critical observers and makers of visual
culture and media

9. develop skills, techniques and processes in order to communicate concepts and ideas.

II. Curriculum model overview

Component
	Recommended teaching hours
	
Visual arts in context
• Examine and compare the work of artists from different cultural contexts.
• Consider the contexts influencing their own work and the work of others.
• Make art through a process of investigation, thinking critically and experimenting with techniques.
• Apply identified techniques to their own developing work.
• Develop an informed response to work and exhibitions they have seen and experienced.
• Begin to formulate personal intentions for creating and displaying their own artworks.
	50

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Visual arts methods
• Look at different techniques for making art. • Investigate and compare how and why
different techniques have evolved and the processes involved.
• Experiment with diverse media and explore techniques for making art.
• Develop concepts through processes informed by skills, techniques and media.
• Evaluate how their ongoing work communicates meaning and purpose.
• Consider the nature of “exhibition” and think about the process of selection and the potential impact of their work on different audiences.
	50
	
Communicating visual arts
• Explore ways of communicating through visual and written means.
• Make artistic choices about how to most effectively communicate knowledge and understanding.
• Produce a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media and concept.
• Select and present resolved works for exhibition.
• Explain the ways in which the works are connected.
• Discuss how artistic judgments impact the overall presentation.
	50

• Analyse artworks from a variety of different contexts

• Apply knowledge and understanding of skills, techniques, media, forms and processes related to art-making
3. Demonstrate synthesis and evaluation

• Critically analyse and discuss artworks created by themselves and others and articulate an informed personal response
• Formulate personal intentions for the planning, development and making of artworks that consider how meaning can be conveyed to an audience
• Demonstrate the use of critical reflection to highlight success and failure in order to progress work
• Evaluate how and why art-making evolves and justify the choices made in their own visual practice
4. Select, use and apply a variety of appropriate skills and techniques • Experiment with different media, materials and techniques in
art-making

• Make appropriate choices in the selection of images, media, materials and techniques in art-making
• Demonstrate technical proficiency in the use and application of skills, techniques, media, images, forms and processes
• Produce a body of resolved and unresolved artworks as appropriate to intentions

Throughout the course students are required to maintain a visual arts journal. Although sections of the journal will be selected, adapted and presented for assessment, the journal itself is not directly assessed or moderated. It is, however, regarded as a fundamental activity of the course.

III. Assessment model
Having followed the visual arts course, students are expected to:
1. Demonstrate knowledge and understanding of specified content • Identify various contexts in which the visual arts can be created
and presented
• Describe artwork from differing contexts, and identify the ideas, conventions and techniques employed by the art-makers
• Recognize the skills, techniques, media, forms and processes associated with the visual arts
• Present work, using appropriate visual arts language, as appropriate to intentions
2. Demonstrate application and analysis of knowledge and under-standing
• Express concepts, ideas and meaning through visual communication

Assessment at a glance

Type of assessment
	Format of	Weighting assessment	of final
grade (%)
	
External
		60
	
Comparative study
	• 10–15 screens which examine	20 and compare at least 3 artworks,
at least 2 of which should be by different artists
• A list of sources used
	
Process portfolio
	• 9–18 screens which evidence	40 the student’s sustained
experimentation, exploration, manipulation and refinement of a variety of art-making activities
	
Internal
		40
	
Exhibition
	• A curatorial rationale that does	40 not exceed 400 words
• 4–7 artworks
• Exhibition text (stating the title, medium, size and intention) for each artwork

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: http://www.ibo.org/diploma/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.

For more on how the DP prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org.

International Baccalaureate Diploma Programme Subject Brief The arts:
Visual arts—Higher level

First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP, students develop skills from five ATL categories: thinking, research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional lan-guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—
are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate three key course components.

I. Course description and aims	II. Curriculum model overview

I. Course description and aims
The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and
in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to further study of visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course. Students should be empowered to become autonomous, informed and skilled visual artists.

The aims of the arts subjects are to enable students to: 1. enjoy lifelong engagement with the arts
2. become informed, reflective and critical practitioners in the arts 3. understand the dynamic and changing nature of the arts
4. explore and value the diversity of the arts across time, place and cultures
5. express ideas with confidence and competence 6. develop perceptual and analytical skills.

III. Assessment model

In addition, the aims of the visual arts course at SL and HL are to enable students to:
7. make artwork that is influenced by personal and cultural contexts 8. become informed and critical observers and makers of visual
culture and media

9. develop skills, techniques and processes in order to communicate concepts and ideas.

II. Curriculum model overview

Component
	Recommended teaching hours
	
Visual arts in context
• Examine and compare the work of artists from different cultural contexts.
• Consider the contexts influencing their own work and the work of others.
• Make art through a process of investigation, thinking critically and experimenting with techniques.
• Apply identified techniques to their own developing work.
• Develop an informed response to work and exhibitions they have seen and experienced.
• Begin to formulate personal intentions for creating and displaying their own artworks.
	80

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Visual arts methods
• Look at different techniques for making art. • Investigate and compare how and why
different techniques have evolved and the processes involved.
• Experiment with diverse media and explore techniques for making art.
• Develop concepts through processes informed by skills, techniques and media.
• Evaluate how their ongoing work communicates meaning and purpose.
• Consider the nature of “exhibition”, and think about the process of selection and the potential impact of their work on different audiences.
	80
	
Communicating visual arts
• Explore ways of communicating through visual and written means.
• Make artistic choices about how to most effectively communicate knowledge and understanding.
• Produce a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media and concept.
• Select and present resolved works for exhibition.
• Explain the ways in which the works are connected.
• Discuss how artistic judgments impact the overall presentation.
	80

• Analyse artworks from a variety of different contexts

• Apply knowledge and understanding of skills, techniques, media, forms and processes related to art-making
3. Demonstrate synthesis and evaluation

• Critically analyse and discuss artworks created by themselves and others and articulate an informed personal response
• Formulate personal intentions for the planning, development and making of artworks that consider how meaning can be conveyed to an audience
• Demonstrate the use of critical reflection to highlight success and failure in order to progress work
• Evaluate how and why art-making evolves and justify the choices made in their own visual practice
4. Select, use and apply a variety of appropriate skills and techniques • Experiment with different media, materials and techniques in
art-making

• Make appropriate choices in the selection of images, media, materials and techniques in art-making
• Demonstrate technical proficiency in the use and application of skills, techniques, media, images, forms and processes
• Produce a body of resolved and unresolved artworks as appropriate to intentions

Throughout the course students are required to maintain a visual arts journal. Although sections of the journal will be selected, adapted and presented for assessment, the journal itself is not directly assessed or moderated. It is, however, regarded as a fundamental activity of the course.

III. Assessment model
Having followed the visual arts course, students are expected to:
1. Demonstrate knowledge and understanding of specified content • Identify various contexts in which the visual arts can be created
and presented
• Describe artwork from differing contexts, and identify the ideas, conventions and techniques employed by the art-makers
• Recognize the skills, techniques, media, forms and processes associated with the visual arts
• Present work, using appropriate visual arts language, as appropriate to intentions
2. Demonstrate application and analysis of knowledge and under-standing
• Express concepts, ideas and meaning through visual communication

Assessment at a glance

Type of assessment
	Format of	Weighting assessment	of final
grade (%)
	
External
		60
	
Comparative study
	• 10–15 screens which examine	20 and compare at least 3 artworks,
at least 2 of which need to be by different artists
• 3–5 screens which analyse the extent to which the student’s work and practices have been influenced by the art and artists examined
• A list of sources used
	
Process portfolio
	• 13–25 screens which evidence	40 sustained experimentation,
exploration, manipulation and refinement of a variety of
art-making activities
	
Internal
		40
	
Exhibition
	• A curatorial rationale that does	40 not exceed 700 words
• 8–11 artworks
• Exhibition text (stating the title, medium, size and intention) for each artwork

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: http://www.ibo.org/diploma/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.

For more on how the DP prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org.

IB psychology higher level subject brief

The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both breadth and depth of study. Psychology higher level is in group 3, individuals and societies. In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

The IB subject briefs illustrate key course components in the IB Diploma Programme. I. Course description and aims	III. Assessment model
II. Curriculum model overview	IV. Sample questions

Overview of the psychology higher level course and curriculum model

I. Course description and aims

The IB Diploma Programme higher level psychology course aims to develop an awareness of how research findings can be applied to better understand human behaviour and how ethical practices are upheld in psychological inquiry. Students learn to understand the biological, cognitive and sociocultural influences on human behaviour and explore alternative explanations of behaviour. They also understand and use diverse methods of psychological inquiry.

In addition, the course is designed to:

• encourage the systematic and critical study of human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions
• develop the capacity to identify, analyse critically and evaluate theories, concepts and arguments about the nature and activities of the individual and society
• enable students to collect, describe and analyse data used in studies, test hypotheses; and interpret complex data and source material
• enable the student to recognize that the content and methodologies are contestable and that their study requires the toleration of uncertainty
• develop an awareness of how psychological research can be applied for the better understanding of
human behaviour
• ensure that ethical practices are upheld in psychological inquiry

• develop an understanding of the biological, cognitive and sociocultural influences on human behaviour

• develop an understanding of alternative explanations of behavior

• understand and use diverse methods of psychological inquiry.

II. Curriculum model overview

Psychology higher level

Core	90 hours of instruction on threetopics
• The biological level of analysis
• The cognitive level of analysis
• The sociocultural level of analysis

Options	30 hours of instruction on two additional topics
• Abnormal psychology
• Developmental psychology • Health psychology
• Psychology of human relationships
• Sport psychology

Additional	Qualitative research in higher level	psychology

Experimental	Introduction to experimental study	research methodology

Total teaching hours

90 hours

60 hours

50 hours

40 hours

240 hours

www.ibo.org

(Paper 3, with regard to a supplied study)
III. Assessment model

Assessment for psychology higher level

The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses, which are to provide students with:

• a broad and balanced, yet academically demanding, programme of study

• the development of critical-thinking and reflective skills

• the development of research skills
• the development of independent learning skills • the development of intercultural understanding
• a globally recognized university entrance qualification.

The assessments aim to test all students’ knowledge and understanding of key concepts through various activities that demonstrate:

On external assessments, students must be able to demonstrate an understanding of both basic facts and complex concepts related to the biological, cognitive and sociocultural levels of analysis. Students in higher level courses are also assessed on their knowledge and understanding of qualitative research. For their internal assessment, psychology higher level students plan, undertake and report on a simple experimental study.

Assessment at a glance

• knowledge and comprehension of specified content, research methods, theories, such as key concepts, biological, cognitive and sociocultural levels of analysis
• application and analysis, including using psychological research and psychological concepts to formulate an argument in response to a specific question
• synthesis and evaluation of psychological theories, empirical studies, and research methods used to investigate behaviour
• selection and use of skills appropriate to psychology, the acquisition of knowledge, skills required for experimental design, data collection and presentation, data analysis and interpretation
• data analysis using an appropriate inferential statistical test and write an organized response.

Paper 1

Paper 2

Paper 3

Internal

Study report

Question response	2	35 and an essay

Answer 2 of 15	2	25 questions in essay
form

Answer three	1	20 questions

20

A report of a simple experimental study conducted by the student

Type of	Format of	Time	Weighting assessment assessment	(hours)	of final
grade (%)
	
External	80

Students’ success in the psychology higher level course is measured by combining their grades on external and internal assessment.

IV. Sample questions

The following questions appeared in previous IB Diploma Programme psychology higher level examinations.*

1. To what extent does genetic inheritance influence	3. The study outlined above uses the phrase “inductive behaviour? Use relevant research studies in your                  content analysis”. Explain the advantages and response. (Paper 1)                                                                 disadvantages of using this research strategy in the
2. Evaluate two research studies investigating the role of	context of this specific study. communication in maintaining relationships. (Paper 2)

* the syllabus for examinations current until 2016

Learn more about how the IB Diploma Programme prepares students for success at university by going online to www.ibo.org/universities or email us at recognition@ibo.org.

International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. © International Baccalaureate Organization 2010

IB music standard level subject brief

The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both breadth and depth of study. Music standard level is in group 6, the arts. In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.

AbouttheIB:For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

The IB subject briefs illustrate four keycourse components in the IB Diploma Programme. I. Course description and aims	III. Assessment model
II. Curriculum model overview	IV. Sample questions

Overview of the music standard level course and curriculum model

I. Course description and aims

The IB Diploma Programme standard level music course seeks to develop students’ knowledge and potential
as musicians, both personally and collaboratively. IB Diploma Programme music students are required to study musical perception and actively listen to a wide range of music from different parts of the world, musical cultures and time periods. They also develop aural perception and understanding of music by learning about musical elements, including form and structure, notations, musical terminology and context. Through the course of study, students become aware of how musicians work and communicate. In addition, the course enables students to:

• enjoy lifelong engagement with the arts
• become informed, reflective and critical practitioners
in the arts
• understand the dynamic and changing nature of the
arts
• explore and value the diversity of the arts across
time, place and cultures
• express ideas with confidence and competence • develop perceptual and analytical skills
• develop their knowledge and potential as musicians,
both personally and collaboratively.

II. Curriculum model overview

Music standard level

Components

Core	Musical perception	75 hours

III. Assessment model

Assessment for music standard level

The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses, which are to provide students with:

• a broad and balanced, yet academically demanding,
programme of study
• the development of critical-thinking and reflective
skills
• the development of research skills
• the development of independent learning skills • the development of intercultural understanding • a globally recognized university entrance
qualification.

The assessments aim to test all students’ knowledge and understanding of key concepts through various activities that demonstrate:

• knowledge, understanding and perception of music in
relation to time, place and cultures
• appropriate musical terminology to describe and
reflect their critical understanding of music
• comparative analysis of music in relation to time,
place and cultures.
• creative skills through exploration, control and
development of musical elements
• performance skills through solo or group music
making
• critical-thinking skills through reflective thought.

Students’ success in the music standard level course is measured by combining their grades on external and internal assessment.

Options	Students choose one of the	75 hours three options
• Creating
• Solo performing
• Group performing

Total teaching hours	150 hours

www.ibo.org

Type of	Format of	Time	Weighting assessment assessment	(hours)	of final
grade (%)
	
External	50

Assessment for music standard level (continued)	Assessment at a glance

Throughout the teaching of the course students should be encouraged to develop critical thinking and participate in inquiry-based learning, while working both individually and collaboratively.

The listening paper is based on musical perception, reflected through analysis and examination of pieces of music. Section A relates to two prescribed
works, of which students study one. Section B relates to music from different times and places, encompassing jazz/pop, western art music and world music.

In the musical links investigation, through the study of pieces from two distinct musical cultures, students are encouraged to explore, analyse and examine the musical connections existing between two (or more) pieces of music. Through investigative study and analysis of the similarities and differences between the selected pieces of music, students learn to demonstrate significant musical links.

For the creating option, students create two 3- to
6-minute pieces, choosing from a wide range of styles and media, including traditional instruments, voices and/ or music technology, and reflect on their understanding of the intention, process and outcome of the pieces

For the solo performing option, students must submit a programme of contrasting pieces in any style of music that is 15 minutes in length.

Listening Paper

Musical links investigation

Internal

Creating or

performing

Four musical	2	30 perception questions

A written media script	20 of 2,000 words or
less, investigating the significant musical links between two
or more pieces from distinct musical cultures

50

Students choose one of the three options.
Creating: Two pieces of coursework with recordings and written work Solo performing:
A recording selected from pieces presented during one or more public performances
Group performing:
A recording selected from pieces presented during two or more public performances

For the group performing option, a submission is made for students in the group of pieces selected from two or more public performances that is 20–30 minutes in length.

Assessment criteria are used to assess students’ achievement in music. These criteria are related to the assessment objectives established for the music course and to the group 6 grade descriptors.

IV. Sample questions

The following questions appeared in previous IB Diploma Programme music standard level examinations.*

Listening paper section A	Listening paper section B
Sample: El Salón México by A Copland	Sample: First movement from Symphony No 1, Op 25 Demonstrate the rhythmic sophistication found in	“Classical” by S Prokofiev (score provided)
Copland’s El Salón México by discussing at least four	With clear reference to the score provided, analyse, elements/features in the passage between rehearsal	examine and discuss in detail what you hear in this extract. numbers 11–27 (bar/measure 103–267).
Sample: Unidentified Piece (no score provided)
* the syllabus for examinations current until 2019	Analyse, examine and discuss in detail what you hear in this extract.

Learn more about how the IB Diploma Programme prepares students for success at university by going online to www.ibo.org/universities or email us at recognition@ibo.org.

International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. © International Baccalaureate Organization 2010

IB music higher level subject brief

TheIBDiplomaProgramme,forstudentsaged16to19,isanacademicallychallengingandbalancedprogrammeofeducationthat preparesstudentsforsuccessatuniversityandlifebeyond.Studentstakecoursesinsixdifferentsubjectgroups,maintainingboth breadthanddepthofstudy.Musichigherlevelisingroup6,thearts.Inaddition,threecoreelements—theextendedessay,theory ofknowledgeandcreativity,action,service—arecompulsoryandcentraltothephilosophyoftheprogramme.

About the IB: Forover40yearstheIBhasbuiltareputationforhigh-quality,challengingprogrammesofeducationthatdevelop internationallymindedyoungpeoplewhoarewellpreparedforthechallengesoflifeinthe21stcenturyandabletocontribute tocreatingabetter,morepeacefulworld.

The IB subject briefs illustrate key course components in the IB Diploma Programme. I. Course description and aims	III. Assessment model
II. Curriculum model overview	IV. Sample questions

Overview of the music higher level course and curriculum model

I. Course description and aims	III. Assessment model

The IB Diploma Programme higher level music course	Assessment for music higher level
seeks to develop students’ knowledge and potential
as musicians, both personally and collaboratively. IB	The IB assesses student work as direct evidence of Diploma Programme music students are required to	achievement against the stated goals of the Diploma study musical perception and actively listen to a wide	Programme courses, which are to provide students with:

range of music from different parts of the world, musical	t a broad and balanced, yet academically demanding, cultures and time periods. They also develop aural                      programme of study
perception and understanding of music by learning	t 	      	                 	      	       	                             
about musical elements, including form and structure,	skills
notations, musical terminology, and context. Through	t the development of research skills
the course of study, students become aware of how	t the development of independent learning skills musicians work and communicate. In addition, the	t the development of intercultural understanding course enables students to:	t a globally recognized university entrance
	      	      	     	                      	                	 
t enjoy lifelong engagement with the arts	            	         	      	     	           
t 	      	      	               	      	       	               The assessments aim to test all students’ knowledge  	     	 
t
the arts
practitioners in the arts	and understanding of key concepts through various understand the dynamic and changing nature of	activities that demonstrate:

relation to time, place and cultures
t explore and value the diversity of the arts across	t knowledge, understanding and perception of music in
	      	      	      	                	      	      	      	                	                	        
t
develop perceptual and analytical skills
	      	      	              	      	               	 
t time, place and cultures	      	                      	      t appropriate musical terminology to describe and  	     	      
place and cultures
t develop their knowledge and potential as musicians,	t comparative analysis of music in relation to time, both personally and collaboratively.	t creative skills through exploration, control and
II. Curriculum model overview
development of musical elements
t performance skills through solo music making
t 	     	     	      	     	     	            	      	

Music higher level

Components Musical perception

Creating

Solo performing

Totalteachinghours

90 hours

75 hours

75 hours

240 hours

Students’ success in the music higher level course is measured by combining their grades in external and internal assessment.

Throughout the teaching of the course students should be encouraged to develop critical thinking and
participate in inquiry-based learning, while working both individually and collaboratively.

www.ibo.org

Type of	Format of	Time	Weighting assessment	assessment	(hours)	offinal
grade(%)
	
External	50

Assessment for music higher level (continued)	Assessment at a glance

The listening paper is based on musical perception— analysis, examination, comparing and contrasting of pieces of music. Section A relates to two prescribed works and section B to music from different times and places, encompassing jazz/pop, western art music and
world music.	Listening	Five musical	2.5	30

In the musical links investigation, through the study	paper	perception of pieces from two distinct musical cultures, students                                       questions

investigation
are encouraged to explore, analyse and examine the	Musical links	A written media	20 musical connections existing between two (or more)                                        script of 2,000
pieces of music. Through investigative study and	words or less, analysis of the similarities and differences between the	investigating the
selected pieces of music, students learn to demonstrate	                 	     	          
	
distinct musical
	     	           	      	                                 	      	                  	links between two In creating, students create three pieces of 3 to 6                                             or more pieces from

cultures
minutes in length choosing from a wide range of styles
	                            	                     	            	     	 
and media, including traditional instruments, voices and/   Internal	50	       
courseworkwith
of the intention, process and outcome of the pieces.	Creating and	Creating:	25 In the performing component, students must submit a	performing             threepiecesof
recordingsand
programme of contrasting pieces in any style of music
that is 20 minutes in length.	writtenwork

Assessment criteria are used to assess students’ achievement in music. These criteria are related to the assessment objectives established for the music course and to the group 6 grade descriptors.

Soloperforming:	25 A recording selected
frompieces presentedduring oneormorepublic performances

IV. Sample questions

The following questions appeared in previous IB Diploma Programme music higher level examinations.*

Listening paper section A	Listening paper section B
Sample: Symphony No 41 in C Major, K. 551 “Jupiter” by	Sample: First movement from Symphony No 1, Op 25
W A Mozart and El Salón México by A Copland	“Classical”	
Through the link of thematic development, compare	With clear reference to the score provided, analyse, Copland’s El Salón México to any one movement (with	examine and discuss in detail what you hear in this extract. exception of the fourth movement) of Mozart’s “Jupiter”
Symphony.	                                                                                                         
Analyse, examine and discuss in detail what you hear in this extract.

* the syllabus for examinations current until 2019

LearnmoreabouthowtheIBDiplomaProgrammepreparesstudentsforsuccessatuniversitybygoingonlineto www.ibo.org/universitiesoremailusatrecognition@ibo.org.

International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. © International Baccalaureate Organization 2010

International Baccalaureate Diploma Programme Subject Brief Mathematics:
Mathematics – Standard level

First assessments 2014 – Last assessments 2020

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components. I. Course description and aims
II. Curriculum model overview

I. Course description and aims

The IB DP mathematics standard level (SL) course focuses on introducing important mathematical concepts through the development of mathe-matical techniques. The intention is to introduce students to these con-cepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have ac-quired to solve realistic problems set in an appropriate context.

The internally assessed exploration offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical ac-tivities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written exam-ination and to develop the skills they need for communicating mathe-matical ideas.

The aims of all mathematics courses in group 5 are to enable students to:

• enjoy mathematics, and develop an appreciation of the elegance and power of mathematics
• develop an understanding of the principles and nature of mathematics
• communicate clearly and confidently in a variety of contexts
• develop logical, critical and creative thinking, and patience and persistence in problem-solving

III. Assessment model IV. Sample questions

• employ and refine their powers of abstraction and generalization • apply and transfer skills to alternative situations, to other areas of
knowledge and to future developments

• appreciate how developments in technology and mathematics have influenced each other
• appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics
• appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives
• appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course.

II. Curriculum model overview

Component
	Recommended teaching hours
	
Topic 1 Algebra
	9
	
Topic 2
Functions and equations
	24
	
Topic 3
Circular functions and trigonometry
	16
	
Topic 4 Vectors
	16

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Topic 5
Statistics and probability
	35
	
Topic 6 Calculus
	40
	
Mathematical exploration
Internal assessment in mathematics SL is an indi-vidual exploration. This is a piece of written work that involves investigating an area of mathematics.
	10

Type of assessment
	Format of	Time	Weighting assessment	(hours)	of final
grade (%)
	
External
	3	80
	
Paper 1 (non-calcu-lator)
	Section A: Compulsory	1.5	40 short-response questions
based on the whole syllabus. Section B: Compulsory ex-tended-response questions based on the whole syllabus.
	
Paper 2 (graphical display calculator required)
	Section A: Compulsory	1.5	40 short-response questions
based on the whole syllabus. Section B: Compulsory ex-tended-response questions based on the whole syllabus.
	
Internal
	20
	
Mathematical exploration
	Internal assessment in math-ematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics.

Assessment at a glance

III. Assessment model

Having followed the mathematics standard level course, students will be expected to demonstrate the following.

• Knowledge and understanding: recall, select and use their knowl-edge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts.
• Problem-solving: recall, select and use their knowledge of mathe-matical skills, results and models in both real and abstract contexts to solve problems.
• Communication and interpretation: transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on pa-per and using technology; record methods, solutions and conclu-sions using standardized notation.
• Technology: use technology, accurately, appropriately and efi-ciently both to explore new ideas and to solve problems.
• Reasoning: construct mathematical arguments through use of pre-cise statements, logical deduction and inference, and by the ma-nipulation of mathematical expressions.
• Inquiry approaches: investigate unfamiliar situations, both abstract and real-world, involving organizing and analysing information, making conjectures, drawing conclusions and testing their validity.

IV. Sample questions

• A data set has a mean of 20 and a standard deviation of 6. A) Each value in the data set has 10 added to it. Write down the value of
i. the new mean;
ii. the new standard deviation.
B) Each value in the original data set is multiplied by 10. i. Write down the value of the new mean.
ii. Find the value of the new variance.

• Given that f(x) = 1/x, answer the following. A) Find the first four derivatives of f (x).
B) Write an expression for f(n)in terms of x and n.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government oficial system, or purchased through the IB store: http://store.ibo.org

To learn more about how the IB Diploma Programme prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org

International Baccalaureate Diploma Programme Subject Brief Mathematics:
Mathematics – Higher level

First assessments 2014 – Last assessments 2020

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components. I. Course description and aims
II. Curriculum model overview

I. Course description and aims

The IB DP higher level mathematics course focuses on developing im-portant mathematical concepts in a comprehensible, coherent and rigorous way, achieved by 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 should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in dif-ferent topic areas. They are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop inde-pendence in 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 de-velop the skills they need for communicating mathematical ideas.

The aims of all mathematics courses in group 5 are to enable students to:

• enjoy and develop an appreciation of the elegance and power of mathematics
• develop an understanding of the principles and nature of mathematics
• communicate clearly and confidently in a variety of contexts
• develop logical, critical and creative thinking, and patience and persistence in problem-solving
• employ and refine their powers of abstraction and generalization

III. Assessment model IV. Sample questions

• apply and transfer skills to alternative situations, to other areas of knowledge and to future developments
• appreciate how developments in technology and mathematics have influenced each other
• appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics
• appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives
• appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course.

II. Curriculum model overview

Component
	Recommended teaching hours
	
Topic 1 Algebra
	30
	
Topic 2
Functions and equations
	22
	
Topic 3
Circular functions and trigonometry
	22
	
Topic 4 Vectors
	24
	
Topic 5
Statistics and probability
	36
	
Topic 6 Calculus
	48

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Option syllabus content
Students must study one of the following options.
Topic 7
Statistics and probability Topic 8
Sets, relations and groups Topic 9
Calculus Topic 10
Discrete mathematics
	48
	
Mathematical exploration
A piece of individual written work that involves investigating an area of mathematics.
	10

Type of assessment
	Format of	Time	Weighting assessment	(hours)	of final
grade (%)
	
External
		5	80
	
Paper 1 (non-calcu-lator)
	Section A: Compulsory short-response questions based on the core syllabus. Section B: Compulsory ex-tended-response questions based on the core syllabus.
	2	30
	
Paper 2 (graphical display calculator required)
	Section A: Compulsory	2	30 short-response questions
based on the core syllabus. Section B: Compulsory ex-tended-response questions based on the core syllabus.
	
Paper 3 (graphical display calculator required)
	Compulsory extended-re-	1	20 sponse questions based
mainly on the syllabus options.
	
Internal
		20
	
Mathematical exploration
	The individual exploration is a piece of written work that involves investigating an area of mathematics.

Assessment at a glance

III. Assessment model

Having followed the mathematics higher level course, students will be expected to demonstrate the following:

• Knowledge and understanding: recall, select and use knowledge of mathematical facts, concepts and techniques in a variety of fa-miliar and unfamiliar contexts.
• Problem-solving: recall, select and use their knowledge of mathe-matical skills, results and models in both real and abstract contexts to solve problems.
• Communication and interpretation: transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on pa-per and using technology; record methods, solutions and conclu-sions using standardized notation.
• Technology: use technology, accurately, appropriately and efi-ciently both to explore new ideas and to solve problems.
• Reasoning: construct mathematical arguments through use of pre-cise statements, logical deduction and inference, and by the ma-nipulation of mathematical expressions.
• Inquiry approaches: investigate unfamiliar situations, both abstract and real-world, involving organizing and analysing information, making conjectures, drawing conclusions and testing their validity.

IV. Sample questions

• The vectors a, b, c satisfy the equation a+b+c=0. Show that a×b=b×c=c×a.
• Consider the following system of equations: x + y + z = 1
2x + 3y + z = 3 x + 3y − z = λ
where λεR.
A. Show that this system does not have a unique solution for any value of λ.
B. i. Determine the value of λ for which the system is consistent. ii. For this value of λ, find the general solution of the system.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government oficial system, or purchased through the IB store: http://store.ibo.org

To learn more about how the IB Diploma Programme prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org

International Baccalaureate Diploma Programme Subject Brief Language acquisition:
Language B – Standard level

First assessments 2013 – Last assessments 2019

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Student may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components. I. Course description and aims
II. Curriculum model overview

I. Course description and aims

The IB DP language B course provides students with the opportunity to acquire or develop an additional language and to promote an under-standing of other cultures through the study of language.

Language B is designed for students who possess a degree of knowl-edge and experience in the target language. High performing standard level students should be able to follow university courses in other disci-plines in the language B that is studied.

The aims of the language B standard level course are to:

t develop students’ intercultural understanding
t enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes
t encourage, through the study of texts and social interaction, an awareness and appreciation of the different perspectives of people from other cultures
t develop students’awareness of the role of language in relation to other areas of knowledge
t develop students’awareness of the relationship between the lan-guages and cultures with which they are familiar
t provide students with a basis for further study, work and leisure through the use of an additional language
t provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.

III. Assessment model IV. Sample questions

II. Curriculum model overview

Component
	Recommended teaching hours
	
Core
Instruction on three topics
t communication and media t global issues
t Social relationships

150
	
Options
Two options from the following five t cultural diversity
t customs and traditions t health
t leisure
t science and technology

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

III. Assessment model

The assessments aim to test all students’ability to understand and use the language of study as well as key concepts through:

t learning a language by engaging with its use and meaning within a social framework
t developing receptive, productive and interactive skills in the lan-guage of study.

Students will be assessed on their ability to:

t communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural under-standing
t use language appropriate to a range of interpersonal and/or cultural contexts
t understand and use language to express and respond to a range of ideas with accuracy and fluency
t organize ideas on a range of topics, in a clear, coherent and convincing manner
t understand, analyse and respond to a range of written and spoken texts.

IV. Sample questions

Students are asked to write 250-400 words based on one of five available topics, such as:

t Social isolation can be considered a problem for today’s teenagers. In class, you have been asked to give a speech to your classmates informing them about the problem. Write the text of your speech. [based on Option: Health]
t You are a student at an international school in a (target language) speaking country. Write an article to be published in the school magazine on how your experience at the international school will affect your future job prospects. [based on Option: Cultural diversity]

Assessment at a glance

Type of assessment
	Format of	Time	Weighting assessment	(hours)	of final
grade (%)
	
External
	70
	
Paper1
	Texthandlingexerciseon4	1.5	25 written texts
	
Paper2
	Writtenproductiveskills	1.5	25 through 1 writing exercise
	
Written assignment
	Writtenexerciseand	20 rationalebasedon
intertextual reading
	
Internal
	30
	
Oral work
	Individualoralpresentation	20

Interactiveoralactivities	10

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government oficial system, or purchased through the IB store: http://store.ibo.org

To learn more about how the IB Diploma Programme prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org

International Baccalaureate Diploma Programme Subject Brief Language acquisition:
Language B – Higher level

First assessments 2013 – Last assessments 2019

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Student may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components. I. Course description and aims
II. Curriculum model overview

I. Course description and aims

The IB DP language B course provides students with the opportunity to acquire or develop an additional language and to promote an under-standing of other cultures through the study of language.

Language B is designed for students who possess a degree of knowl-edge and experience in the target language. Those learning a language B at higher level should be able to follow university courses in other dis-ciplines in the language B that is studied.

The aims of the language B higher level course are to: t develop students’ intercultural understanding
t enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes
t encourage, through the study of texts and through social interac-tion, an awareness and appreciation of the different perspectives of people from other cultures
t develop students’awareness of the role of language in relation to other areas of knowledge
t develop students’awareness of the relationship between the lan-guages and cultures with which they are familiar
t provide students with a basis for further study, work and leisure through the use of an additional language
t provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.

III. Assessment model IV. Sample questions

II. Curriculum model overview

Component
	Recommended teaching hours
	
Core
Instruction on three topics
t communication and media t global issues
t Social relationships
	240
	
Options
Two options from the following five t cultural diversity
t customs and traditions t health
t leisure
t science and technology
		
Literature
t Read 2 works of literature

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Type of assessment
	Format of	Time	Weighting assessment	(hours)	of final
grade (%)
	
External
	70
	
Paper1
	Receptiveskills	1.5	25

Texthandlingexerciseon4 written texts.
	
Paper2
	Writtenproductiveskills	1.5	25 through 2 writing exercises
	
Written assignment
	Receptiveandwrittenpro-	20 ductive skills

Creative writing and ration-alebasedononeliterarytext readduringthecourse
	
Internal
	30
	
Oral work
	Individualoralpresentation	20

Interactiveoralactivities.	10

III. Assessment model	Assessment at a glance

The assessments aim to test all students’ability to understand and use the language of study as well as key concepts through:

t learning a language by engaging with its use and meaning within a social framework
t developing receptive, productive and interactive skills to meet the objectives of the course.

Students’success in the language B higher level course is measured by combining their grades on external and internal assessment.

Students will be assessed on their ability to:

t communicate clearly and effectively in a range of situations, demon-strating linguistic competence and intercultural understanding
t uselanguageappropriatetoarangeofinterpersonaland/orcultural contexts
t understandanduselanguagetoexpressandrespondtoarangeof ideas with accuracy and fluency
t organize ideas on a range of topics, in a clear, coherent and convincing manner
t understand, analyse and respond to a range of written and spoken texts
t understand and use works of literature written in the target language of study
IV. Sample questions

Students are asked to write 250-400 words based on one of five available topics, such as:

t Social isolation can be considered a problem for today’s teenagers. In class, you have been asked to give a speech to your classmates informing them about the problem. Write the text of your speech. [based on Option: Health]
t You are a student at an international school in a (target language) speaking country. Write an article to be published in the school mag-azine on how your experience at the international school will affect yourfuturejobprospects.[basedonOption:Culturaldiversity]

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government oficial system, or purchased through the IB store: http://store.ibo.org

To learn more about how the IB Diploma Programme prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org

International Baccalaureate Diploma Programme Subject Brief Language acquisition:
Language ab initio – Standard level

First assessments 2013 – Last assessments 2019

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components. I. Course description and aims
II. Curriculum model overview

I. Course description and aims

The IB DP language ab initio course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language stud-ied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. The language ab initio course de-velops students’linguistic abilities through the development of recep-tive, productive and interactive skills by providing them opportunities to respond and interact appropriately in a defined range of everyday situations. Language ab initio is available at standard level only.

The aims of the language ab initio course are to:

t develop students’ intercultural understanding
t enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes
t encourage, through the study of texts and through social interac-tion, an awareness and appreciation of the different perspectives of people from other cultures
t develop students’awareness of the role of language in relation to other areas of knowledge
t develop students’awareness of the relationship between the lan-guages and cultures with which they are familiar
t provide students with a basis for further study, work and leisure through the use of an additional language
t provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.

III. Assessment model IV. Sample questions

II. Curriculum model overview

Three areas of study – language, themes and texts – provide the basis of the language ab initio course. These three fundamental areas, as well as intercultural understanding, are all interrelated and should be studied concurrently.
Areas of Study
	
Language
t Receptive skills: the ability to comprehend straightforward written and spoken language.
t Productive skills: the ability to write and speak the target t language effectively.
t Interactiveskills:theabilitytounderstandandrespondeffectively towrittenandspokenlanguage.
	
Themes
t Individuals and society – Daily routines; education; food and drink; personal details; appearance and character physical health; relationships; shopping
t Leisure and work – Employment; entertainment; holidays; media; sport; technology; transport
t Urban and rural environment – Environmental concerns; global issues; neighbourhood; physical geography; town and services; weather
	
Texts
During the course, students are taught to understand and produce a variety of spoken, written and visual texts. Use of authentic texts is encouraged. Examples of texts to be studied include articles, letters, maps, timetables and web pages.

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

III. Assessment model

Having followed the language ab initio standard level course, students will be assessed on their ability to:

t demonstrate an awareness and understanding of the intercultural elements related to the prescribed topics
t communicate clearly and effectively in a range of situations

t understand and use accurately the basic structures of the language t understand and use an appropriate range of vocabulary
t use a register and a format that are appropriate to the situation.

Assessment at a glance

IV. Sample questions

t Your teacher has asked you to speak about the disadvantages of using public transport. Write the text of your speech. Mention at least three disadvantages.
t You are on holiday in a (target language) speaking country. On your personal blog you post a message about someone you have just met. In your blog entry you explain:

t	three details about this person t	where you met
t	what you have been doing together t	what your future plans are

Type of assessment
	Format of	Time	Weighting assessment	(hours)	of final
grade (%)
	
External
	75
	
Paper1: Receptive skills
	Understanding of four	1.5	30 writtentexts.
Text-handlingexercises.
	
Paper2: Productive skills
	Twocompulsorywriting	1	25 exercises.
Section A: One question to be answered from a choice of two.
Section B: One question to be answered from a choice of three.
	
Written assignment: Receptive and produc-tive skills
	Apieceofwriting,200–300	2	20 words,inthetargetlan-
guagecarriedoutunder teacherguidance.
	
Internal
	25
	
Individual oral: Interactive skills
	1. Presentationofavisual	10	25 stimulus (from a choice     minutes
of two) by the student 2. Follow-upquestions
on the visual stimulus 3. Generalconversation
includingatleasttwo questionsonthe written assignment

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government oficial system, or purchased through the IB store: http://store.ibo.org

To learn more about how the IB Diploma Programme prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org

International Baccalaureate Diploma Programme Subject Brief

Language A: language and literature First assessments for SL and HL—2021

TheDiplomaProgramme(DP)isarigorouspre-universitycourseofstudydesignedforstudentsinthe16to19age range. It is a broad-based two-year course that aims to encourage students to beknowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect
and evaluate a range of points of view.

Thecourseispresentedassixacademicareasenclosingacentralcore.Studentsstudytwo	E modernlanguages(oramodernlanguageandaclassicallanguage),ahumanitiesorsocial
Y
science subject, an experimental science, mathematics and one of the creative arts. Insteadofanartssubject,studentscanchoosetwosubjectsfromanotherarea.Itisthis comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which meanstheycanchoosesubjectsthatparticularlyinterestthemandthattheymaywish to study further at university.

Normally,threesubjects(andnotmorethanfour)aretakenathigherlevel(HL),and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL.

In addition, three core elements—the extended essay, theory of knowledge and creativity, activity, service—are compulsory and central to the philosophy of the programme.

This IB DP subject brief has three key components:
I. Course description and aims	II. Curriculum model overview

I. Course description and aims

The language A: language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucialrolelanguageplaysincommunication,reflectingexperience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning.

Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.

The aims of studies in language and literature courses are to enable students to:
z engage with a range of texts, in a variety of media and forms, from different periods, styles and cultures

z develop skills in listening, speaking, reading, writing, viewing, presenting and performing

z develop skills in interpretation, analysis and evaluation

z developsensitivitytotheformalandaestheticqualitiesoftextsand an appreciation of how they contribute to diverse responses and open up multiple meanings

III. Assessment model

z develop an understanding of relationships between texts and a varietyofperspectives,culturalcontexts,andlocalandglobalissues, andanappreciationofhowtheycontributetodiverseresponsesand open up multiple meanings

z develop an understanding of the relationships between studies in language and literature and other disciplines

z communicate and collaborate in a confident and creative way

z fosteralifelonginterestinandenjoymentoflanguageandliterature.

II. Curriculum model overview

Syllabus component
	Recommended teaching hours
	
	SL
	HL
	
Readers, writers and texts
	50
	80
	
Time and space
	50
	80
	
Intertextuality: connecting texts
	50
	80
	
Total teaching hours
	150
	240

© International Baccalaureate Organization 2019

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Type of assessment

Format of assessment
	
Time (hours)
	Weighting offinal grade(%)
	
		SL
	HL
	SL
	HL
	
External
						
Paper 1: Guided textual analysis
	Guidedanalysisof unseennon-literary passage/passagesfrom different text types.
	1.25
	2.25
	35
	35
	
Paper 2: Comparative essay
	Comparative essay based on two literary works written in response to a choice of one out of four questions.
	1.75
	1.75
	35
	25
	
HL essay
	Writtencoursework component:1,200–1,500 wordessayonone literaryworkora
non-literarybodyof workstudied.
				20
	
Internal
						
Individual oral
	Prepared oral response on the way that one literary work and one non-literary body of work studied have approached a common global issue.
			30
	20

III. Assessment model	Assessment at a glance It is the intention of this course that students are able to fulfill the

following assessment objectives:

1. Know, understand and interpret:

z arangeoftexts,worksand/orperformances,andtheirmeanings and implications
z contexts in which texts are written and/or received

z elementsofliterary,stylistic,rhetorical,visualand/orperformance craft
z features of particular text types and literary forms. 2. Analyse and evaluate:
z ways in which the use of language creates meaning

z usesandeffectsofliterary,stylistic,rhetorical,visualortheatrical techniques
z relationships among different texts

z ways in which texts may offer perspectives on human concerns. 3. Communicate:
z ideas in clear, logical and persuasive ways

z in a range of styles, registers and for a variety of purposes and situations
z (for literature and performance only) ideas, emotion, character and atmosphere through performance.

About the IB:For over 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: www.ibo.org/en/programmes/diploma-programme/.

Complete subject guides can be accessed through the programme resource centre or purchased through the IB store: store.ibo.org. For more on how the DP prepares students for success at university, visit: www.ibo.org/en/university-admission.

International Baccalaureate Diploma Programme Subject Brief The Arts: Film

First assessments 2019

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop
intercultural understanding, open-mindedness and the attitudes necessary to re-spect and evaluate a range of viewpoints. Approaches to teaching and learning (ATL)
are deliberate strategies, skills and attitudes that permeate the teaching and learning	E environment. In the DP students develop skills from five ATL categories: thinking,
research, social, self-management and communication.

Y
To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, activity, service—
are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate the following key course components I. Course description and aims
II. Curriculum model overview III. Assessment model

I. Course description and aims

The DP film course aims to develop students as proficient interpreters and makers of film texts. Through the study and analysis of film texts, and practical exercises in film production, students develop critical abilities and appreciation of artistic, cultural, historical and global perspectives in film. They examine concepts, theories, practices and ideas from mul-tiple perspectives, challenging their own views to understand and value those of others. Students are challenged to acquire and develop critical thinking, reflective analysis and the imaginative synthesis through prac-tical engagement in the art, craft and study of film.

Students experiment with film and multimedia technology, acquiring the skills and creative competencies required to successfully commu-nicate through the language of the medium. They develop an artistic voice and learn how to express personal perspectives through film. The course emphasizes the importance of working collaboratively, interna-tional and intercultural dynamics, and an appreciation of the develop-ment of film across time and culture.

The film syllabus allows for greater breadth and depth in teaching and learning at HL through an additional assessment task, requiring HL stu-dents to reflect on the core syllabus areas to formulate their own inten-tions for a completed film. They work collaboratively as a core produc-tion team in order to effectively communicate on screen.

The aims of the Film course are to enable students to:
	exp lore the various contexts of film and make links to, and be-
tween, films, filmmakers and filmmaking techniques (inquiry)
	acq uire and apply skills as discerning interpreters of film and as

creators of film, working both individually and collaboratively (action)

	 de velop evaluative and critical perspectives on their own film work and the work of others (reflection).

II. Curriculum model overview

Syllabus component
	Teaching hours
	
	SL
	HL
	
Reading film
Examine film as an art form, studying a broad range of film texts from a variety ofcultural contexts and analysing howfilm elements combine to create meaning.
	45
	45
	
Contextualizing film
Explore the evolution of film across time and culture. Examine various areas offilm focus in order to rec-ognize the similarities and differences that exist be-tween films from contrastingcultural contexts.
	45
	45
	
Exploring film production roles
Explore variousfilm production rolesthrough en-gagement with all phases of the filmmaking process. Acquire, develop and apply skills through filmmaking exercises, experiments and completed films.
	60
	60
	
HL only: Collaboratively producing film Focus on the collaborative aspects of filmmaking
and experience working incore production teams to fulfill shared artistic intentions. Work in chosen film production roles and contribute to all phases of the filmmaking process to collaboratively create original completed films.
		90
	
Total teaching hours
	150
	240

© International Baccalaureate Organization 2017

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Type of assessment

Format of assessment
	Weighting of final grade (%)
	
		SL
	HL
	
External
		60
	40
	
Textual analysis
	Textual analysis (max 1,750 words) of a prescribed film text based on a chosen extract (max 5 mins), and list of sources.
	30
	20
	
Comparative study
	Recorded multimedia comparative study (max 10 mins), and list of sources.
	30
	20
	
Internal
		40
	60
	
Film portfolio
	Portfolio pages (max 9 pages: 3 pages per production role) and list of sources.
A film reel (max 9 mins: 3 mins per production role, including 1 com-pleted film).
	40
	25
	
Collaborative film project (HL only)
	Completed film (max 7 mins). Project report (max 2,000 words) and list of sources.
		35

III. Assessment model	Assessment at a glance It is expected that by the end of the film course, students at SL or HL will

be able to demonstrate the following.

1. Knowledge and understanding of specified contexts and processes
	 Ide ntify the film elements associated with conveying meaning in a variety of film texts.
	 For mulate personal intentions for work, which arise from both research and artistic endeavour.
	 Ide ntify informative moments and examples from their own filmmaking work to support analysis.
	 Pre sent ideas, discoveries and learning that arise from both research and practical engagement with films, filmmakers and techniques.

2. Application and analysis of knowledge and understanding
	 An alyse film from various cultural contexts and explain links between areas of film focus and film elements employed by filmmakers.
	 De monstrate knowledge and understanding of films, filmmak-ers and their various cultural contexts in order to influence, inform and impact the creation of film work.
	 Exp lore and experiment with a variety of film-production roles in order to understand the associated skills, techniques and processes employed by filmmakers.

3. Synthesis and evaluation
	 Cri tically interpret various sources of information in order to support analysis.
	 Co mpare and contrast filmmakers, their films and their vari-ous cultural contexts in order to further the understanding of particular areas of film focus.
	 Eva luate films created by themselves and others and articulate an informed personal response using appropriate cinematic language and vocabulary.
	 Re flect on the process of collaboration and on the successes and challenges encountered as a member of a core production team.

4. Select,useandapplyavarietyofappropriateskillsandtechniques
	 Ma ke appropriate choices in the selection of words, images, sounds and techniques when assembling their own work for presentation.
	Exp eriment in a variety of film-production roles in order to

produce film work that conveys meaning on screen.
	Co llaborate effectively with others in the creation of film work.

About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internation-ally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: http://www.ibo.org/diploma/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.

For more on how the DP prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org.

International Baccalaureate Diploma Programme Subject Brief Individuals and societies:
History—higher level

First assessments 2017—last assessments 2025

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-ate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP, students develop skills from five ATL categories: thinking, research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must choose six courses from six distinct groups: 1) studies in language and literature; 2) language acquisition; 3) individuals and societies; 4) sciences; 5) mathematics; 6) the arts. Students may choose to replace the arts course with a second course from one of the other five groups. At least three, and not more than four, subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, activity, service—are compulsory and central to the philosophy of the programme.

These DP subject briefs illustrate four key course components. I.Course description and aims
II.Curriculum model overview

I.Course description and aims
The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a va-riety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility.

The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical think-ing, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past. Teachers explicitly teach thinking and re-search skills such as comprehension, text analysis, transfer, and use of primary sources.

There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, sig-nificance and perspectives.

The aims of the DP history course are to enable students to:
• develop an understanding of, and continuing interest in, the past • encourage students to engage with multiple perspectives and
to appreciate the complex nature of historical concepts, issues, events and developments
• promote international-mindedness through the study of history from more than one region of the world

III.Assessment model IV.Sample questions

• develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives
• develop key historical skills, including engaging effectively with sources
• increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past.

II.Curriculum model overview

Component
	Recommended teaching hours
	
Prescribed subjects
One of the following, using two case studies, each taken from a different region of the world:
1.Military leaders 2.Conquest and its impact 3. The move to global war 4.Rights and protest 5.Conflict and intervention
	40

© International Baccalaureate Organization 2015

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

World history topics
Two of the following, using topic examples from more than one region of the world:
1. Society and economy (750–1400)
2. Causes and effects of medieval wars (750– 1500)
3. Dynasties and rulers (750–1500)
4. Societies in transition (1400–1700) 5. Early Modern states (1450–1789)
6. Causes and effects of Early Modern wars (1500–1750)
7. Origins, development and impact of indus-trialization (1750–2005)
8. Independence movements (1800–2000)
9. Evolution and development of democratic states (1848–2000)
10. Authoritarian states (20th century)
11. Causes and effects of 20th-century wars 12. The Cold War: Superpower tensions and rivalries (20th century)
	90
	
HL options: Depth studies One of the following:
1. History of Africa and the Middle East 2. History of the Americas
3. History of Asia and Oceania 4. History of Europe
	90
	
Internal assessment Historical investigation
	20

Type of assessment
	Format of	Time	Weighting assessment	(hours)	of final
grade (%)
	
External
	5	80
	
Paper 1
	Source-based paper based	1	20 on the five prescribed
subjects
	
Paper 2
	Essay paper based on the 12	1.5	25 world history topics
	
Paper 3
	Essay paper based on one of	2.5	35 the four regional options
	
Internal
		
Historical investigation
	A historical investigation	20	20 into a topic of the student’s
choice.

Assessment objective 4: Use and application of appropriate skills • Structure and develop focused essays that respond effectively to
the demands of a question.

• Reflect on the methods used by, and challenges facing, the historian.
• Formulate an appropriate, focused question to guide a historical inquiry.
• Demonstrate evidence of research skills, organization, reference and selection of appropriate sources.

Assessment at a glance

III. Assessment model
There are four assessment objectives for the DP history course. Having followed the course at higher level (HL), students will be expected to meet the following objectives.
Assessment objective 1: Knowledge and understanding
• Demonstrate detailed, relevant and accurate historical knowledge. • Demonstrate understanding of historical concepts and context.
• Demonstrate understanding of historical sources. Assessment objective 2: Application and analysis
• Formulate clear and coherent arguments.
• Use relevant historical knowledge to effectively support analysis. • Analyse and interpret a variety of sources.
Assessment objective 3: Synthesis and evaluation
• Integrate evidence and analysis to produce a coherent response. • Evaluate different perspectives on historical issues and events,
and integrate this evaluation effectively into a response.
• Evaluate sources as historical evidence, recognizing their value and limitations.
• Synthesize information from a selection of relevant sources.

IV. Sample questions Paper 1
When presented with five sources related to the enforcements of the provisions of the treaties, disarmament and London Naval Conference (1930), students will:
• explain the significance of the Conference
• compare and contrast the views of the Conference presented in different sources
• assess the value and limitations of sources
• use the sources and their own knowledge to discuss the extent to which they agree with the view that the London Naval Conference was unsuccessful.

About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internation-ally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: www.ibo.org/en/programmes/diploma-programme/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.

For more on how the DP prepares students for success at university, visit: www.ibo.org/en/university-admission or email: recognition@ibo.org.

International Baccalaureate Diploma Programme Subject Brief Interdisciplinary course:
Environmental systems and societies—standard level

First assessments 2017—last assessments 2023

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-ate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP, students develop skills from ﬁve ATL categories: thinking, research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must choose six courses from six distinct groups: 1) studies in language and literature; 2) language acquisition; 3) individuals and societies; 4) sciences; 5) mathematics; 6) the arts. Students may choose to replace the arts course with a second course from one of the other ﬁve groups. At least three, and not more than four, subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, activity, service—are compulsory and central to the philosophy of the programme.

These DP subject briefs illustrate four key course components. I. Course description and aims
II. Curriculum model overview

I. Course description and aims
Environmental systems and societies (ESS) is an interdisciplinary course oﬀered only at standard level (SL). This course can fulﬁll ei-ther the individuals and societies or the sciences requirement. Al-ternatively, this course enables students to satisfy the requirements of both subjects groups simultaneously while studying one course.

ESS is ﬁrmly grounded in both a scientiﬁc exploration of environmen-tal systems in their structure and function, and in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment. As a result of studying this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world.

The interdisciplinary nature of the DP course requires a broad skill set from students, including the ability to perform research and investiga-tions, participation in philosophical discussion and problem-solving. The course requires a systems approach to environmental understanding and promotes holistic thinking about environmental issues. Teachers explic-itly teach thinking and research skills such as comprehension, text analy-sis, knowledge transfer and use of primary sources. They encourage stu-dents to develop solutions at the personal, community and global levels.

III. Assessment model IV. Sample questions

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

© International Baccalaureate Organization 2015

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Component
	Recommended teaching hours
	
Core content
1. Foundations of environmental systems and societies
2. Ecosystems and ecology
3. Biodiversity and conservation
4. Water and aquatic food production systems and societies
5. Soil systems and terrestrial food production systems and societies
6. Atmospheric systems and societies
7. Climate change and energy production 8. Human systems and resource use
	120 16

25 13 15

12

10 13 16
	
Practical scheme of work Practical activities Individual investigation
	30 20 10

II. Curriculum model overview

The group 4 project
ESS students have the option to participate in the group 4 project. For those who participate, 10 hours of practical activities will be replaced with 10 hours of work on the group 4 project.

The group 4 project is a collaborative activity where students from dif-ferent group 4 subjects, within or between schools, work together. It al-lows for concepts and perceptions from across disciplines to be shared while appreciating the environmental, social and ethical implications of science and technology. It can be practically or theoretically based and aims to develop an understanding of the relationships between scientif-ic disciplines and their inﬂuence on other areas of knowledge. The em-phasis is on interdisciplinary cooperation and the scientiﬁc processes.

III. Assessment model
There are four assessment objectives for the DP environmental systems and societies course. Having followed the course at SL, students will be expected to do the following.
Assessment objective 1
Demonstrate knowledge and understanding of relevant: t facts and concepts
t methodologies and techniques t values and attitudes.
Assessment objective 2
Apply this knowledge and understanding in the analysis of: t explanations, concepts and theories
t data and models
t case studies in unfamiliar contexts t arguments and value systems.

Assessment objective 3

Evaluate, justify and synthesize, as appropriate: t explanations, theories and models
t arguments and proposed solutions

t methods of ﬁeldwork and investigation t cultural viewpoints and value systems.
Assessment objective 4

Engage with investigations of environmental and societal issues at the local and global level through:
t evaluating the political, economic and social contexts of issues t selecting and applying the appropriate research and practical
skills necessary to carry out investigations

t suggesting collaborative and innovative solutions that demonstrate awareness and respect for the cultural diﬀerences and value systems of others.

Assessment at a glance

Type of assessment
	Format of	Time	Weighting assessment	(hours)	of final
grade (%)
	
External
	3	75
	
Paper1
	Casestudy	1	25
	
Paper2
	Short answers and struc-	2	50 tured essays
	
Internal
		
Individual investigation
	Writtenreportofaresearch	10	25 question designed and im-
plemented by the student.

IV. Sample questions Paper 1
t With reference to source material, outline two possible reasons why the snow leopard has received special attention from conservationists. [8]
t With reference to ﬁgures 6, 7 and 9 [in the resource booklet] explain how desertiﬁcation and water resource shortage have led to the formation of smog in Ulan Bator. [3]

Paper 2
t Outline how the reasons for food wastage may diﬀer between human societies. [4]
t Explain how the choice of food production systems may inﬂuence the ecological footprint of a named human society. [7]
t Discuss how diﬀerent environmental value systems inﬂuence responses to the human population growth rate. [9]

About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internation-ally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: www.ibo.org/en/programmes/diploma-programme/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.

For more on how the DP prepares students for success at university, visit: www.ibo.org/en/university-admissionor email: recognition@ibo.org.

International Baccalaureate Diploma Programme Subject Brief Sciences:
Computer science – Higher level

First assessments 2014 – Last assessments 2020

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components. I. Course description and aims
II. Curriculum model overview

I. Course description and aims

The IB DP computer science HL course requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The course, under-pinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how computer science interacts with and influences cultures, society and how individuals and societies behave, and the ethical issues involved. During the course the student will develop computational solutions. This will involve the ability to:

• identify a problem or unanswered question

• design, prototype and test a proposed solution

• liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

The aims of the computer science HL courses are to:

• provide opportunities for study and creativity within a global con-text that will stimulate and challenge students developing the skills necessary for independent and lifelong learning
• provide a body of knowledge, methods and techniques that char-acterize computer science
• enable students to apply and use a body of knowledge, methods and techniques that characterize computer science
• demonstrate initiative in applying thinking skills critically to identi-fy and resolve complex problems
• engender an awareness of the need for, and the value of, effective collaboration and communication in resolving complex problems

III. Assessment model IV. Sample questions

• develop logical and critical thinking as well as experimental, inves-tigative and problem-solving skills
• develop and apply the students’ information and communication technology skills in the study of computer science to communi-cate information confidently and effectively
• raise awareness of the moral, ethical, social, economic and environ-mental implications of using science and technology
• develop an appreciation of the possibilities and limitations asso-ciated with continued developments in IT systems and computer science
• encourage an understanding of the relationships between scientif-ic disciplines and the overarching nature of the scientific method.

II. Curriculum model overview

Component
	Recommended teaching hours
	
Core syllabus content SL/HL core
• Topic 1: System fundamentals
• Topic 2: Computer organization • Topic 3: Networks
• Topic 4: Computational thinking, problem-solving and programming
HL extension
• Topic 5: Abstract data structures • Topic 6: Resource management • Topic 7: Control
Case study
Additional subject content introduced by the annually issued case study
	
80

45

30

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Option SL/HL core HL extension
Students study one of the following options: • Option A: Databases
• Option B: Modelling and simulation • Option C: Web science
• Option D: Object-oriented programming (OOP)
	
30 15
	
Internal assessment Solution
Practical application of skills through the develop-ment of a product and associated documentation
	
30
	
Group 4 project
	10

Type of assessment
	Format of	Time	Weighting assessment	(hours)	of final
grade (%)
	
External
	80
	
Paper 1
	• Section A consists of	2 hours,	40 several compulsory          10 min.
short answer questions.
• Section B consists of five compulsory struc-tured questions.
	
Paper 2
	An examination paper of	1 hour,	20 between three and seven          20 min. compulsory question; linked
to the option studied.
	
Paper 3
	An examination paper	1 hour	20 consisting of four compul-
sory questions based on a pre-seen case study.
	
Internal
	20
	
Written commentary
	A report of The develop-	30 hours	25 ment of a computational
solution. Students must produce:
• a cover page that follows the prescribed format
• a product
• supporting docu-mentation (word limit 2,000 words).
	
Group 4 project
	To be assessed using the 10 hours criterion Personal skills.

Assessment at a glance

III. Assessment model

Having followed the computer science higher level course, students will be expected to:

Know and understand:

• relevant facts and concepts

• appropriate methods and techniques • computer science terminology
• methods of presenting information. Apply and use:
• relevant facts and concepts

• relevant design methods and techniques • terminology to communicate effectively
• appropriate communication methods to present information. Construct, analyse, evaluate and formulate:
• success criteria, solution specifications including task outlines, de-signs and test plans
• appropriate techniques within a specified solution.

Demonstrate the personal skills of cooperation and perseverance as well as appropriate technical skills for effective problem-solving in develop-ing a specified product.

IV. Sample questions

• Draw the representation of the binary search tree if the following data were inserted in this order:
• FALCON, CANARY, PIGEON, TURKEY, OSPREY.

• Discuss the methods used by criminals to hide or disguise certain files. For each method, identify the countermeasures that can be taken by a computer forensic scientist.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government oficial system, or purchased through the IB store: http://store.ibo.org

To learn more about how the IB Diploma Programme prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org

International Baccalaureate Diploma Programme Subject Brief Individuals and societies:
Business management— Standard level

First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional lan-guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended es-say, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components. I. Course description and aims
II. Curriculum model overview

I. Course description and aims
The business management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the sociocultural and economic contexts in which those organizations operate.

The course covers the key characteristics of business organization and environment, and the business functions of human resource manage-ment, finance and accounts, marketing and operations management. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows stu-dents to develop a holistic understanding of today’s complex and dy-namic business environment. The conceptual learning is firmly anchored in business management theories, tools and techniques and placed in the context of real world examples and case studies.

The course encourages the appreciation of ethical concerns, at both a local and global level. It aims to develop relevant and transferable skills, including the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation. The course also develops subject-specific skills, such as financial analysis.

The aims of the business management course at HL and SL are to: 1. encourage a holistic view of the world of business
2. empower students to think critically and strategically about indi-vidual and organizational behaviour

V
III. Assessment model I . Sample questions

3. promote the importance of exploring business issues from differ-ent cultural perspectives
4. enable the student to appreciate the nature and significance of change in a local, regional and global context
5. promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organizations
6. develop an understanding of the importance of innovation in a business environment.

II. Curriculum model overview

Component
	Recommended teaching hours
	
Unit 1: Business organization and environment 1.1 Introduction to business management
1.2 Types of organizations 1.3 Organizational objectives 1.4 Stakeholders
1.5 External environment 1.6 Growth and evolution
	40
	
Unit 2: Human resource management 2.1 Functions and evolution of human
resource management 2.2 Organizational structure
2.3 Leadership and management 2.4 Motivation
	15

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Unit 3: Finance and accounts 3.1 Sources of finance
3.2 Costs and revenues 3.3 Break-even analysis
3.4 Final accounts (some HL only)
3.5 Profitability and liquidity ratio analysis 3.6 Cash flow
3.7 Investment appraisal (some HL only)
	35
	
Unit 4: Marketing
4.1 The role of marketing
4.2 Marketing planning (including introduc-tion to the four Ps)
4.3 Market research
4.4 The four Ps (product, price, promotion, place)
4.5 E-commerce
	35
	
Unit 5: Operations management
5.1 The role of operations management 5.2 Production methods
5.3 Location
	10
	
Internal assessment
	15

Type of assessment
	Format of	Time	Weighting assessment	(hours)	of final
grade (%)
	
External
	3	75
	
Paper 1
	Structured questions	1.25	35
	
Paper 2
	Structured and extended	1.75	40 response questions
	
Internal
	15	25
	
Written commentary
	Students produce a written	15	25 commentary based on three
to five supporting docu-ments about a real issue or problem facing a particular organization. Maximum 1,500 words.

Assessment at a glance

III. Assessment model
By the end of the business management SL course, students are ex-pected to reach the following assessment objectives.
1. Demonstrate knowledge and understanding of:
• the business management tools, techniques and theories specified in the syllabus content
• the six concepts that underpin the subject
• real-world business problems, issues and decisions 2. Demonstrate application and analysis of:
• knowledge and skills to a variety of real-world and fictional business situations
• business decisions by explaining the issue(s) at stake, selecting and interpreting data, and applying appropriate tools, techniques, theories and concepts
3. Demonstrate synthesis and evaluation of:
• business strategies and practices, showing evidence of critical thinking
• business decisions, formulating recommendations 4. Demonstrate a variety of appropriate skills to:
• produce well-structured written material using business terminology
• select and use quantitative and qualitative business tools, techniques and methods
• select and use business material, from a range of primary and secondary sources.

IV. Sample questions
• Apply the Boston Consulting Group (BCG) matrix to B-Pharma’s product portfolio.
• Examine possible strategies for Dan Electro to prevent cash flow dificulties.
• With reference to one organization that you have studied, examine what changes globalization brings about in the management of human resources.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: http://www.ibo.org/diploma/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.

For more on how the DP prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org.

International Baccalaureate Diploma Programme Subject Brief Individuals and societies:
Business management—Higher level

First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional lan-guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended es-say, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components. I. Course description and aims
II. Curriculum model overview

I. Course description and aims
The business management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, nation-al and international levels. The course covers a range of organizations from all sectors, as well as the sociocultural and economic contexts in which those organizations operate.

The course covers the key characteristics of business organization and environment, and the business functions of human resource manage-ment, finance and accounts, marketing and operations management. Links between the topics are central to the course. Through the explo-ration of six underpinning concepts (change, culture, ethics, globaliza-tion, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment. The conceptual learning is firmly anchored in business
management theories, tools and techniques and placed in the context of real world examples and case studies.

The course encourages the appreciation of ethical concerns at both a local and global level. It aims to develop relevant and transferable
skills, including the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long-term planning, analysis and evaluation. The course also develops subject-specific skills, such as financial analysis.

V
III. Assessment model I . Sample questions

The aims of the business management course at HL and SL are to: 1. encourage a holistic view of the world of business
2. empower students to think critically and strategically about indi-vidual and organizational behaviour
3. promote the importance of exploring business issues from differ-ent cultural perspectives
4. enable the student to appreciate the nature and significance of change in a local, regional and global context
5. promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organizations
6. develop an understanding of the importance of innovation in a business environment.

II. Curriculum model overview

Component
	Recommended teaching hours
	
Unit 1: Business organization and environment 1.1 Introduction to business management
1.2 Types of organizations 1.3 Organizational objectives 1.4 Stakeholders
1.5 External environment 1.6 Growth and evolution
1.7 Organizational planning tools
	50

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Unit 2: Human resource management 2.1 Functions and evolution of human
resource management 2.2 Organizational structure
2.3 Leadership and management 2.4 Motivation
2.5 Organizational (corporate) culture 2.6 Industrial/employee relations
	30
	
Unit 3: Finance and accounts 3.1 Sources of finance
3.2 Costs and revenues 3.3 Break-even analysis 3.4 Final accounts
3.5 Profitability and liquidity ratio analysis 3.6 Eficiency ratio analysis
3.7 Cash flow
3.8 Investment appraisal 3.9 Budgets
	50
	
Unit 4: Marketing
4.1 The role of marketing
4.2 Marketing planning (including introduc-tion to the four Ps)
4.3 Sales forecasting 4.4 Market research
4.5 The four Ps (product, price, promotion, place)
4.6 The extended marketing mix of seven Ps 4.7 International marketing
4.8 E-commerce
	50
	
Unit 5: Operations management
5.1 The role of operations management 5.2 Production methods
5.3 Lean production and quality management 5.4 Location
5.5 Production planning
5.6 Research and development
5.7 Crisis management and contingency planning
	30
	
Internal assessment
	30

2. Demonstrate application and analysis of:

• knowledge and skills to a variety of real-world and fictional business situations
• business decisions by explaining the issue(s) at stake, selecting and interpreting data, and applying appropriate tools, techniques, theories and concepts
• the HL extension topics.

3. Demonstrate synthesis and evaluation of:

• business strategies and practices, showing evidence of critical thinking
• business decisions, formulating recommendations • the HL extension topics.
4. Demonstrate a variety of appropriate skills to:

• produce well-structured written material using business terminology
• select and use quantitative and qualitative business tools, techniques and methods
• select and use business material, from a range of primary and secondary sources.

Assessment at a glance

Type of assessment
	Format of	Time	Weighting assessment	(hours)	of final
grade (%)
	
External
	4.5	75
	
Paper 1
	Structured and extended	2.25	35 response questions
	
Paper 2
	Structured and extended	2.25	40 response questions
	
Internal
	30	25
	
Research project
	Students research and	30	25 report on an issue facing an
organization or a decision to be made by an organization (or several organizations). Maximum 2,000 words.

III. Assessment model
By the end of the business management HL course, students are ex-pected to reach the following assessment objectives.
1. Demonstrate knowledge and understanding of:
• the business management tools, techniques and theories specified in the syllabus content
• the six concepts that underpin the subject
• real-world business problems, issues and decisions • the HL extension topics.

IV. Sample questions
• Analyse the appropriateness of a cost-plus pricing strategy for B-Pharma’s drugs.
• Evaluate the effectiveness of the democratic leadership style of the partners at Hands.
• With reference to one or two organization(s) that you have studied, discuss how marketing strategies may differ in two cultures that you are familiar with.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: http://www.ibo.org/diploma/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.

For more on how the DP prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org.

International Baccalaureate Diploma Programme Subject Brief Individuals and societies:
World religions – Standard level

First assessments 2013 – Last assessments 2019

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components. I. Course description and aims
II. Curriculum model overview

I. Course description and aims

III. Assessment model IV. Sample questions

II. Curriculum model overview

Component
	Recommended teaching hours
	
Part 1: Introduction to world religions Fiveworldreligionswillbestudiedfromachoice ofnine,atleastonetobechosenfromeachof the following three categories
t Hinduism, Buddhism, Sikhism t Judaism, Christianity, Islam
t Taoism, Jainism, Baha’i Faith Thefollowingthreequestionsunderpinthe study of all world religions.
t What is the human condition? t Where are we going?
t How do we get there
	50
	
Part 2: In-depth studies
Two world religions to be studied from a choice of six, one to be chosen from each category
t Hinduism, Buddhism, Sikhism t Judaism, Christianity, Islam
The study of each religion will be guided through the following themes:
t Rituals
t Sacred texts
t Doctrines/beliefs
t Religious experience
t Ethics and moral conduct
	80
	
Part 3: Internal assessment Investigativestudy
	20

TThe IB DP world religions course is a systematic, analytical yet empa-thetic study of the variety of beliefs and practices encountered in nine main religions of the world. The course seeks to promote an awareness of religious issues in the contemporary world by requiring the study of a diverse range of religions.

The religions are studied in such a way that students acquire a sense of what it is like to belong to a particular religion and how that influences the way in which the followers of that religion understand the world, act in it, and relate and respond to others.

The aims of the world religions standard level courses are to:

t promote an inquiring, analytical and empathetic approach to the study of religion
t develop an informed understanding of the diversity of world reli-gions
t foster a respectful awareness of the significance of the beliefs and practices for the faith member
t develop an understanding of how religion affects people’s lives

t encourage a global appreciation of the issues surrounding reli-gious and spiritual beliefs, controversies and movements in the world today
t promote responsible and informed international citizenship.

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Type of assessment
	Format of	Time	Weighting assessment	(hours)	of final
grade (%)
	
External
	75
	
Paper1
	Five(ofninepossible)	1.25	30 stimulus response ques-tions,coveringatleastthree
religions
	
Paper2
	Two(offourteenpossible)	1.5	45 essay questions based on
guidingthemes
	
Internal
	25
	
Written analysis
	Structured format based on	20	25 an investigative study

III. Assessment model	Assessment at a glance

Having followed the Diploma Programme world religions at standard level, students will be expected to do the following.

Demonstrate knowledge and understanding of specified content t Demonstrate knowledge and understanding of five world religions
chosen for the introductory unit
t Define, understand and use concepts associated with particular world religions
t Demonstrate in-depth knowledge and understanding of two reli-gions reflecting different traditions
t In internal assessment, demonstrate knowledge and understand-ing of a specific world religions investigative study
Demonstrate application and analysis of knowledge and understanding
t Demonstrate how the key concepts of a religion are expressed in the behaviour of believers
t Demonstrate application and analysis of concepts
t Research, select and analyse material from both primary and sec-ondary sources
Demonstrate synthesis and evaluation
t Evaluate concepts associated with world religions
t Synthesize by integrating evidence and critical commentary
t Select, use and apply a variety of appropriate skills and techniques t Select, use and apply the prescribed world religions skills in appro-
priate contexts
t Demonstrate the ability to organize ideas into a clear, logical, coherent and balanced account
t Evaluate the reliability of evidence and the chosen method of research for the internal assessment

IV. Sample questions

t Explain Taoist ideas about opposites and their reconciliation. t Define what “haumai” means for Sikhs.
t With reference to both creed and scripture, evaluate two different interpretations of the resurrection of Jesus Christ.
t Compare and contrast the bases for the authority of the Qur’an and the Hadiths.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government oficial system, or purchased through the IB store: http://store.ibo.org

To learn more about how the IB Diploma Programme prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org

International Baccalaureate Diploma Programme Subject Brief Sciences: Sports, exercise and health science

First assessments: SL – 2014; HL - 2018

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-	E ate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate
strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication.

Y
To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, activity, service—are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four the following key course components

I. Course description and aims	III. Assessment model II. Curriculum model overview	IV. Sample questions

I. Course description and aims

Sports, exercise and health science (SEHS) is an experimental science course combining academic study with practical and investigative skills. SEHS explores the science underpinning physical performance and provides the opportunity to apply these principles. The course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of core and option topics, and carry out practical (experimental) investigations in both laboratory and field settings. The course offers a deeper understanding of the issues related to sports, exercise and health in the 21st century and addresses the international dimension and ethics related to both the individual and global context.

Apart from being worthy of study in its own right, SEHS is good prepa-ration 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.

Both the SL and HL have a common core syllabus, internal assessment scheme, and overlapping elements in the options studied. While the skills and activities are common to all students, HL requires additional material and topics within the options.

Through studying any of the group 4 subjects, students should become aware of how scientists work and communicate, and the variety of forms of the “scientific method” with an emphasis on a practical approach through experimental work. In this context, the aims of SEHS is for students to:

·     appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
·     acquire a body of knowledge, methods and techniques that characterize science and technology
·     apply and use a body of knowledge, methods and techniques that characterize science and technology

·     develop an ability to analyse, evaluate and synthesize scientific information
·     develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
·     develop experimental and investigative scientific skills including the use of current technologies
·     develop and apply 21st century communication skills in the study of science
·     become critically aware, as global citizens, of the ethical implications of using science and technology
·     develop an appreciation of the possibilities and limitations of science and technology
·     develop an understanding of the relationships between scientific disciplines and their influence on other areas of

knowledge.

II. Curriculum model overview

Syllabus component
	Recommended teaching hours
		
	SL
	HL
		
Core
•	Anatomy
•	Exercise physiology •	Energy systems
•	Movement analysis •	Skill in sports
•	Measurement and evaluation of human perfor-mance.
	80 7 17 13 15 15 13

© International Baccalaureate Organization 2017

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Additional higher level (AHL) •	Further anatomy
•	The endocrine system •	Fatigue
•	Friction and drag
•	Skill acquisition and analysis
•	Genetics and athletic performance
•	Exercise and immunity.
		50 7 7 6 8 9 7 6
	
Options (Two of four)
•	Optimizing physiological performance •	Psychology of sports
•	Physical activity and health
•	Nutrition for sports, exercise and health.
	30
	50

Practical work

•	Investigations

•	Group 4 project

•	Individual investigation (internal assessment)
	40

20

10

10
	60

40

10

10
	
Total teaching hours
	150
	240

Type of assessment

Format of assessment
	
Time (hours)
	Weighting of final grade (%)
	
		SL
	HL
	SL
	HL
	
External
		3
	4.5
	80
	80
	
Paper 1
	SL:30 multiple choice questions on the core.
HL:40 multiple choice questions on the core and the AHL.
	0.75
	1
	20
	20
	
Paper 2
	One data-based and several short answer questions

SL:one extended response question.

HL: two of four extended response questions.
	1.25
	2.25
	35
	35
	
Paper 3
	Several short answer questions in each of the two options. HL:additional ex-tended response questions.
	1
	1.25
	25
	25
	
Internal
		10
	10
	20
	20
	
Individual investigation
		10
	10
	20
	20

Assessment at a glance

The group 4 project
The group 4 project is a collaborative activity where students from different group 4 subjects, within or between schools, work together. It allows for concepts and perceptions from across disciplines to be shared while appreciating the environmental, social and ethical implications of science and technology. It can be practically or theoretically based and aims to develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. The emphasis is on interdisciplinary cooperation and the scientific processes.

III. Assessment model

It is the intention of this course that students are able to fulfill the following assessment objectives:
1. Demonstrate knowledge and understanding of: ·     facts, concepts, and terminology
·     methodologies and techniques
·     communicating scientific information.

2. Apply:
·     facts, concepts, and terminology ·     methodologies and techniques
·     methods of communicating scientific information.

3. Formulate, analyse and evaluate:
·     hypotheses, research questions and predictions ·     methodologies and techniques
·     primary and secondary data ·     scientific explanations.

4. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

IV. Sample questions
·     At rest, the arterio-venous oxygen difference is approximately
5 mL of oxygen per 100 mL of blood. What happens to this figure when someone participates in moderately intense exercise?
·     Outline the general characteristics that are common to muscle tissue.
·     (HL only) outline the term talent.
·     (HL only) explain factors that may affect progression through the stages of talent evolution for an athlete according to Bloom (1985) and Cole (1999).
·     (HL only) outline talent transfer from gymnastics to high board diving.

About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internation-ally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: http://www.ibo.org/diploma/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.

For more on how the DP prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org.

International Baccalaureate Diploma Programme Subject Brief Sciences:
Physics—Higher level

First assessments 2016 – Last assessments 2022

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional lan-guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service—
are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components. I. Course description and aims
II. Curriculum model overview

I. Course description and aims
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and ex-traordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations.

Besides helping us better understandthenaturalworld,physicsgivesus the ability to alter our environments. 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.

By studying physics students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings.

Through the overarching theme of the nature of science, the aims of the DP physics course are to enable students to:
1. appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
2. acquire a body of knowledge, methods and techniques that char-acterize science and technology
3. apply and use a body of knowledge, methods and techniques that characterize science and technology

III. Assessment model IV. Sample questions

4. develop an ability to analyse, evaluate and synthesize scientific in-formation
5. develop a critical awareness of the need for, and the value of, effec-tive collaboration and communication during scientific activities
6. develop experimental and investigative scientific skills including the use of current technologies
7. develop and apply 21st century communication skills in the study of science
8. become critically aware, as global citizens, of the ethical implica-tions of using science and technology
9. develop an appreciation of the possibilities and limitations of sci-ence and technology
10. develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

II. Curriculum model overview

Component
	Recommended teaching hours
	
Core
1. Measurements and uncertainties 2. Mechanics
3. Thermal physics 4. Waves
5. Electricity and magnetism
6. Circular motion and gravitation
7. Atomic, nuclear and particle physics 8. Energy production
	95 5 22 11 15 15 5 14 8

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Additional higher level 9. Wave phenomena 10. Fields
11. Electromagnetic induction 12. Quantum and nuclear physics
	60 17 11 16 16
	
Option (Choice of one out of four) A. Relativity
B. Engineering physics C. Imaging
D. Astrophysics
	25 25 25 25 25
	
Practical scheme of work Prescribedandotherpracticalactivities Individualinvestigation(internallyassessed) Group 4 project
	60 40 10 10

Type of assessment
	Format of	Time	Weighting assessment	(hours)	of final
grade (%)
	
External
	4.5	80
	
Paper1
	40multiple-choice	1	20 questions
	
Paper2
	Shortanswerandextended	2.25	36 responsequestions
(CoreandAHL)
	
Paper3
	Data-andpractical-based	1.25	24 questionsplus,shortanswer andextendedresponse
questions on the option
	
Internal
	10	20
	
Individual investigation
	Investigationandwrite-up	10	20 of 6 to 12 pages

Assessment at a glance

The group 4 project
The group 4 project is a collaborative activity where students from different group 4 subjects, within or between schools, work togeth-er. It allows for concepts and perceptions from across disciplines to be shared while appreciating the environmental, social and ethical
implications of science and technology. It can be practically or theoret-ically based and aims to develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. The emphasis is on interdisciplinary cooperation and the scientific processes.

III. Assessment model
It is the intention of this course that students are able to fulfill the following assessment objectives:
1. Demonstrate knowledge and understanding of: t facts, concepts, and terminology
t methodologies and techniques
t communicating scientific information. 2. Apply:
t facts, concepts, and terminology t methodologies and techniques
t methods of communicating scientific information. 3. Formulate, analyse and evaluate:
t hypotheses, research questions and predictions t methodologies and techniques
t primary and secondary data t scientific explanations.
4. Demonstrate the appropriate research, experimental, and person-al skills necessary to carry out insightful and ethical investigations.

IV. Sample questions
t Why is wave-particle duality used in describing the properties of light?
A. Light is both a wave and a particle
B. Both wave and particle models can explain all the properties of light
C. Different properties of light can be more clearly explained by using one of the wave or particle models
D. Scientists feel more confident when using more than one model to explain a phenomenon (Paper 1)

t The tower is 120m high with an internal diameter of 3.5m. When most of the air has been removed, the pressure in the tower is 0.96 Pa.
Determine the number of molecules of air in the tower when the temperature of the air is 300 K. (Paper 2)

t The streamlines above the airfoil are closer to each other than the streamlines below the airfoil. Suggest why this implies that the speed of the air above the airfoil is greater than the speed of air below the airfoil. (Paper 3)

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: http://www.ibo.org/diploma/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.

For more on how the DP prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org.

International Baccalaureate Diploma Programme Subject Brief Diploma Programme core:
Theory of knowledge

First assessments 2015 – Last assessments 2021

The IB Diploma Programme (DP) is a rigorous, academically challenging and bal-anced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evalu-ate a range of viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional lan-guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended es-say, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.

These IB DP subject briefs illustrate four key course components. I. Course description and aims
II. Curriculum model overview

I. Course description and aims

Theory of knowledge (TOK) is a course about critical thinking and in-quiring into the process of knowing, rather than about learning a spe-cific body of knowledge. It plays a special role in the DP by providing an opportunity for students to reflect on the nature of knowledge, to make connections between areas of knowledge and to become aware of their own perspectives and those of the various groups whose knowl-edge they share. It is a core element undertaken by all DP students, and schools are required to devote at least 100 hours of class time to the course. The overall aim of TOK is to encourage students to formulate an-swers to the question “how do you know?”in a variety of contexts, and to see the value of that question. This allows students to develop an endur-ing fascination with the richness of knowledge.

The aims of the TOK course are to:

t make connections between a critical approach to the construction of knowledge, the academic disciplines and the wider world
t develop an awareness of how individuals and communities con-struct knowledge and how this is critically examined
t develop an interest in the diversity and richness of cultural per-spectives and an awareness of personal and ideological assump-tions
t critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and purposeful lives
t understand that knowledge brings responsibility which leads to commitment and action.

III. Assessment model IV. Sample questions

II. Curriculum model overview

Component
	
Knowing about knowing
TOK examines how we know what we claim to know, by encouraging students to analyse knowledge claims and explore knowledge ques-tions. A knowledge claim is the assertion that “I/we know X”or “I/we know how to Y”, or a statement about knowledge; a knowledge ques-tion is an open question about knowledge. The distinction between shared knowledge and personal knowledge is intended to help teach-ers construct their TOK course and to help students explore the nature of knowledge.
	
Ways of knowing
While there are arguably many ways of knowing (WOKs), TOK iden-tifies eight specific WOKs: language, sense perception, emotion, rea-son, imagination, faith, intuition, and memory. Students must explore a range of ways of knowing, and it is suggested to study four of these in depth.
	
Areas of knowledge
Areas of knowledge are specific branches of knowledge, each of which can be seen to have a distinct nature and different methods of gaining knowledge. TOK distinguishes between eight areas of knowl-edge: mathematics, the natural sciences, the human sciences, the arts, history, ethics, religious knowledge systems, and indigenous knowl-edge systems. Students must explore a range of areas of knowledge, and it is suggested to study six of these eight.

© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

III. Assessment model

Having followed the TOK course, students will be expected to demonstrate the following:

t Identify and analyse the various kinds of justifications used to support knowledge claims.
t Formulate, evaluate and attempt to answer knowledge questions. t Examine how academic disciplines/areas of knowledge generate
and shape knowledge.
t Understand the roles played by ways of knowing in the construc-tion of shared and personal knowledge.
t Explore links between knowledge claims, knowledge questions, ways of knowing and areas of knowledge.
t Demonstrate an awareness and understanding of different perspectives and be able to relate these to one’s own perspective.
t Explore a real-life/contemporary situation from a TOK perspective in the presentation.

IV. Sample prescribed titles

t Using history and at least one other area of knowledge, examine the claim that it is possible to attain knowledge despite problems of bias and selection.
t “It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts”(Arthur Conan Doyle). Consider the extent to which this statement may be true in two or more areas of knowledge.
t In what ways may disagreement aid the pursuit of knowledge in the natural and human sciences?

Assessment at a glance

Type of assessment
	Format of	Weighting of assessment	final grade (%)
	
External
		
PartI: Essayona prescribed title
	Oneessayonatitlechosenfrom	67 a list of six prescribed titles.
	
Internal
		
Part2: Presentation
	Onepresentationtotheclassby	33 an individual or a group (max of threepersons);approximately
10 minutes per student. Onewrittenpresentation planningdocumentforeach student.

TOK contributes to the overall diploma score through the award of points in conjunction with the extended essay. A maximum of three points are awarded according to a student’s combined performance in both TOK and the extended essay.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government oficial system, or purchased through the IB store: http://store.ibo.org

To learn more about how the IB Diploma Programme prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org

International Baccalaureate Diploma Programme Subject Brief Diploma Programme Core:
Extended essay, including the world studies option

First assessment 2018

The IB Diploma Programme (DP) is a rigorous, academically challenging and bal-anced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evalu-ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP, students develop skills from five ATL categories: thinking, research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must choose six courses from six distinct groups:
1) studies in language and literature; 2) language acquisition; 3) individuals and socie-ties; 4) sciences; 5) mathematics; 6) the arts. Students may choose to replace the arts course with a second course from one of the other five groups. At least three, and not more than four, subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge, and creativi-ty, activity, service—are compulsory and central to the philosophy of the programme.

These DP subject briefs illustrate four key course components. I. Course description and aims
II. Overview of the extended essay process

III. Assessment model
IV. Sample extended essay topics

I. Course description and aims

The extended essay is a compulsory, externally assessed piece of inde-pendent research into a topic chosen by the student and presented as a formal piece of academic writing. The extended essay is intended to promote high-level research and writing skills, intellectual discovery and creativity while engaging students in personal research. This leads to a major piece of formally presented, structured writing of up to 4,000 words in which ideas and findings are communicated in a reasoned, coherent and appropriate manner.

Students are guided through the process of research and writing by an assigned supervisor (a teacher in the school). All students undertake three mandatory reflection sessions with their supervisor, including a short interview, or viva voce, following the completion of the extended essay.

Extended essay topics may be chosen from a list of approved DP sub-jects—normally one of the student’s six chosen subjects for the IB diploma or the world studies option. World studies provides students with the opportunity to carry out an in-depth interdisciplinary study of an issue of contemporary global significance, using two IB disciplines.

The aims of the extended essay are to provide students with the oppor-tunity to:
• engage in independent research with intellectual initiative and rigour • develop research, thinking, self-management and communication skills • reflect on what has been learned throughout the research and writ-
ing process.

II. Overview of the extended essay process

The extended essay process
	
The research process
1. Choose the approved DP subject. 2. Choose a topic.
3. Undertake some preparatory reading.
4. Formulate a well-focused research question. 5. Plan the research and writing process.
6. Plan a structure (outline headings) for the essay. This may change as the research develops.
7. Carry out the research.

© International Baccalaureate Organization 2016

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Writing and formal presentation
The required elements of the final work to be submitted are as follows. • Title page
• Contents page • Introduction
• Body of the essay • Conclusion
• References and bibliography
The upper limit of 4,000 words includes the introduction, body, con-clusion and any quotations.
	
Reflection process
As part of the supervision process, students undertake three manda-tory reflection sessions with their supervisor. These sessions form part of the formal assessment of the extended essay and research process. The purpose of these sessions is to provide an opportunity for stu-dents to reflect on their engagement with the research process and is intended to help students consider the effectiveness of their choices, re-examine their ideas and decide on whether changes are needed. The final reflection session is the viva voce.
The viva voce is a short interview (10–15 minutes) between the stu-dent and the supervisor, and is a mandatory conclusion to the process. The viva voce serves as:
• a check on plagiarism and malpractice in general
• an opportunity to reflect on successes and dificulties • an opportunity to reflect on what has been learned
• an aid to the supervisor’s report.

Assessment criteria
	Description
	
Focus and method
	The topic, the research question and the meth-odology are clearly stated.
	
Knowledge and understanding
	The research relates to the subject area/disci-pline used to explore the research question, and knowledge and understanding is demon-strated through the use of appropriate termi-nology and concepts.
	
Critical thinking
	Critical-thinking skills have been used to analyse and evaluate the research undertaken.
	
Presentation
	The presentation follows the standard format expected for academic writing.
	
Engagement
	The student’s engagement with their research focus and the research process.

Assessment at a glance

The extended essay contributes to the student’s overall score for the diploma through the award of points in conjunction with theory of knowledge. A maximum of three points are awarded according to a stu-dent’s combined performance in both the extended essay and theory of knowledge.

IV. Sample extended essay topics

III. Assessment model

The extended essay, including the world studies option, is assessed against common criteria and is interpreted in ways appropriate to each subject. Students are expected to:

• provide a logical and coherent rationale for their choice of topic • review what has already been written about the topic
• formulate a clear research question
• offer a concrete description of the methods used to investigate the question
• generate reasoned interpretations and conclusions based on their reading and independent research in order to answer the question
• reflect on what has been learned throughout the research and writing process.

• What is the relationship between the length of an exhaust pipe and the frequency of the sound it emits?
• How far was the Christian Democrat victory in the Italian elections of 1948 influenced by Cold War tensions?
• How effective is Friedrich Dürrenmatt’s use of colour to convey his message in the play Der Besuch der alten Dame?

About the IB: For over 50 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government oficial system, or purchased through the IB store: http://store.ibo.org

To learn more about how the IB Diploma Programme prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org

International Baccalaureate Diploma Programme Subject Brief Creativity, activity, service

For students graduating in 2017 and after

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-ate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP, students develop skills from five ATL categories: thinking, research, social, self-management and communication.

To ensure both breadth and depth of knowledge and understanding, students must choose six courses from six distinct groups: 1) studies in language and literature; 2) language acquisition; 3) individuals and societies, 4) sciences; 5) mathematics; 6) the arts. Students may chooseto replace the arts course with a second course from one of the other five groups. At least three, and not more than four, subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, activity, service—are compulsory and central to the philosophy of the programme.

These DP subject briefs illustrate four key course components. I. Description and aims
II. Programme overview

I. Description and aims
Creativity, activity, service (CAS) is at the heart of the DP. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning from the Primary Years Programme (PYP) and Middle Years Programme (MYP).

CAS is organized around the three strands of creativity, activity and ser-vice defined as follows.
• Creativity—exploring and extending ideas leading to an original or interpretive product or performance.
• Activity—physical exertion contributing to a healthy lifestyle.

• Service—collaborative and reciprocal engagement with the com-munity in response to an authentic need.

CAS aims to develop students who:

• enjoy and find significance in a range of CAS experiences • purposefully reflect upon their experiences
• identify goals, develop strategies and determine further actions for personal growth
• explore new possibilities, embrace new challenges and adapt to new roles
• actively participate in planned, sustained and collaborative CAS projects
• understand they are members of local and global communities with responsibilities towards each other and the environment.

A CAS experience is a specific event in which the student engages with one or more of the three CAS strands. It can be a single event or an ex-tended series of events. A CAS project is a collaborative series of sequen-tial CAS experiences lasting at least one month. Typically, a student’s CAS

III. Learning outcomes IV. Sample projects

programme combines planned/unplanned singular and ongoing expe-riences. All are valuable and may lead to personal development. How-ever, a meaningful CAS programme must be more than just a series of unplanned/singular experiences. Students must be involved in at least one CAS project during the programme.

II. Programme overview
The CAS programme formally begins at the start of the DP and contin-ues regularly for at least 18 months with a reasonable balance between creativity, activity and service.

A CAS experience must:

• fit within one or more of the CAS strands

• be based on a personal interest, skill, talent or opportunity for growth
• provide opportunities to develop the attributes of the IB learner profile
• not be used or included in the student’s DP course requirements.

CAS students have guidance at the school level through a variety of re-sources including the school’s CAS handbook, information sessions and meetings. In addition, students have three formal interviews with the school’s CAS coordinator/adviser.

Typically, students’ service experiences involve the following stages.
• Investigation, preparation and action that meets an identified need.
• Reflection on significant experiences throughout to inform prob-lem-solving and choices.
• Demonstration allowing for sharing of what has taken place.

© International Baccalaureate Organization 2015

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Demonstrate the skills and recognize the benefits of working collaboratively.
	Students are able to identify, demonstrate and critically discuss the benefits and chal-lenges of collaboration gained through CAS experiences.
	
Demonstrate engage-ment with issues of global significance.
	Students are able to identify and demon-strate their understanding of global issues, make responsible decisions and take appropriate action in response to the issue either locally, nationally or internationally.
	
Recognize and consider the ethics of choices and actions.
	Students show awareness of the conse-quences of choices and actions in plan-ning and carrying out CAS experiences.

All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a col-lection of evidence that showcases CAS experiences and student reflec-tions; it is not formally assessed.

A school’s CAS programme is evaluated as part of the school’s regular programme evaluation and self-study process that assesses the overall implementation of the DP.

III. Learning outcomes
Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS portfolio, students provide the school with evidence demonstrating achievement of each learning outcome. Some learning outcomes may be achieved many times, while others may be achieved less frequently. In their CAS portfolio, students provide the school with evidence of having achieved each learning out-come at least once through their CAS programme.

Learning outcome
	Descriptor
	
Identify own strengths and develop areas for growth.
	Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others.
	
Demonstrate that challenges have been undertaken, develop-ing new skills in the process.
	A new challenge may be an unfamiliar experience or an extension of an existing one. The newly acquired or developed skills may be shown through new experi-ences or through increased expertise in an established area.
	
Demonstrate how to initiate and plan a CAS experience.
	Students can articulate the stages from conceiving an idea to executing a plan for individual or collaborative CAS experienc-es. Students may show their knowledge and awareness by building on a previous experience or by launching a new idea or process.
	
Show commitment to, and perseverance in, CAS experiences.
	Students demonstrate regular involve-ment and active engagement in CAS.

IV. Sample projects
• Creativity: A student group plans, designs and creates a mural.
• Activity: Students organize and participate in a sports team including training sessions and matches against other teams.
• Service: Students set up and conduct tutoring for people in need. • Service and activity: Students plan and participate in the plant-
ing and maintenance of a garden with members of the local community.
• Creativity, activity and service: Students rehearse and perform a dance production for a community retirement home.

About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internation-ally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more peaceful world.

For further information on the IB Diploma Programme, visit: www.ibo.org/en/programmes/diploma-programme/.

Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.

For more on how the DP prepares students for success at university, visit: www.ibo.org/en/university-admission or email: recognition@ibo.org.