Introduction

Dear Parents and Guardians,

Year II students at Druga gimnazija Sarajevo (or Year 10 students) will be commencing their International Baccalaureate Diploma Programme from Semester II this year. This will mean that students (and their families) will need to consider the most appropriate subjects on offer at our school.

Each student is required to select a total of six subjects and identify the level of study as either Standard Level (SL) or Higher Level (HL). Students will need to have selected three SL subjects and three HL subjects in order to comply with Diploma requirements.

To help families make these selections, students have this booklet* to ensure that they make informed choices that comply with the arrangements of  Druga gimnazija Sarajevo and the rules of the IB Diploma Programme. While our school aims to offer all subjects listed in this booklet, it is important to note that this will be dependent on class numbers and the school’s staffing capacity. Some subjects may not be able to be offered if minimum numbers are not met. If it comes to that, we will contact the student for regrouping if possible.

Students will have an opportunity to access to many different sources of information to assist them with their selections and these include:

• Conversations with relevant subject teachers
• Conversation with IB Councelor, Careeer Support
• Presentation held by IBDP Coordinator
• Presentation held by our DP Year II student
• Subject presentations in group sessions
• Individual academic performance data.

 

Students will be asked to complete Preliminary Subject Choice Form (online form) used for better organization.

 

*The subject requirements may vary due to COVID-19 assessment modifications. The booklet shows standard subject requirements.

Mission

IB MISSION STATEMENT

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

SCHOOL MISSION STATEMENT

Druga gimnazija Sarajevo teaches and encourages students to learn, nurture their talents and apply them to various challenges of today. It introduces young people to a rich world of friendship, tolerance and intercultural understanding, while guiding them to think critically, be just and socially responsible.

 

IB LEARNER PROFILE

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

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

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

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

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

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

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

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

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

 

International Baccalaureat Diploma Programme (IBDP)

The International Baccalaureate® (IB) Diploma Programme (DP) is an assessed programme for students aged 16 to 19. It is respected by leading universities across the globe.

As of February 2018, there are 3,182 schools offering the DP, in 153 different countries worldwide.

The programme aims to develop students who have excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically. Through the Diploma Programme, our school is able to develop students who:

• have excellent breadth and depth of knowledge
• flourish physically, intellectually, emotionally and ethically
• study at least two languages
• excel in traditional academic subjects
• explore the nature of knowledge through the programme’s unique theory of knowledge course.

IB DP students do not have to worry about university admission. Due to its rigorous assessment, the programme has gained recognition and respect from the world's leading universities. For more info check: http://www.ibo.org/recognition/.

When it comes to the IB DP at our school, Druga Gimnazija Sarajevo was the first school in Bosnia and Herzegovina to introduce the IB DP in 2000. The programme is taught in English and the final exams take place in May examination session.

For further information about the IBDP at Druga gimnazija Sarajevo, please contact +387 (0)33 586 369 or Ova adresa el. pošte je zaštićena od spambotova. Omogućite JavaScript da biste je vidjeli. .

Curriculum

The  DP curriculum is made up of six subject groups and the DP core, comprising theory of knowledge (TOK), Creativity, activity, service (CAS) and the extended essay.

Through the DP core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service.

An IB education is holistic in nature—it is concerned with the whole person (Figure 1.).  Along with cognitive development, IB programmes address students’ social, emotional and physical well-being. They value and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the values and outcomes of internationally minded learning described in the IB learner profile. IB learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, openminded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.

 

Figure 1. The IBDP model (www.ibo.org)

 

Students choose courses from the following subject groups: studies in language and literature; language acquisition; individuals and societies; sciences; mathematics; and the arts.

The list of IBDP subjects/levels our school is offering:

Level	Group 1	Group 2	Group 3	Group 4	Group 5	Group 6
Higher (HL)	Bosnian A lit	English B German B French B	ITGS Geography Economics Psychology History	Biology Chemistry	Mathematics AA	X
Standard (SL)	Self-taught Language lit	German B French B	Business Management Geography Economics Psychology History	Biology Chemistry Computer Science Physics	Mathematics AI Mathematics AA	X

 

Students may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in the arts, since Druga gimnazija Sarajevo does not offer subjects in Group 6.

Students will take some subjects at higher level (HL) and some at standard level (SL).  HL and SL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level.

Each student takes at least three (but not more than four) subjects at higher level, and the remaining at standard level.

Standard level subjects take up 150 teaching hours. Higher level comprises 240 teaching hours.

Assessment

The International Baccalaureate® (IB) Diploma Programme (DP) uses both internally and externally assessed components to assess student performance. 

For most courses, written examinations at the end of the DP form the basis of the assessment. This is because these examinations have high levels of objectivity and reliability.

Externally assessed coursework, completed by students over an extended period under authenticated teacher supervision, forms part of the assessment for several programme areas, including the theory of knowledge (TOK) essay and the extended essay (EE).

In most subjects, students also complete in-school assessment tasks. These are either externally assessed or marked by teachers and then moderated by the IB.

In the DP, students receive grades ranging from 7 to 1, with 7 being highest. Students receive a grade for each DP course attempted.

A student’s final Diploma result score is made up of the combined scores for each subject. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance including successful completion of the three essential elements of the DP core. 

 

Core: Extended Essay

The extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest, usually one of the student’s six DP subjects, and acquaints them with the independent research and writing skills expected at university.

It is intended to promote high-level research and writing skills, intellectual discovery and creativity – resulting in approximately 40 hours of work. It provides students with an opportunity to engage in personal research on a topic of their choice, under the guidance of a supervisor. This leads to a major piece of formally presented, structured writing of no more than 4,000 words, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject.

It is recommended that students follow the completion of the written essay with a short, concluding interview – vice voce – with the supervisor. In countries where normally interviews are required prior to acceptance for employment or for a place at university, the extended essay had proved to be a valuable stimulus for discussion.

Reasearching and writing the EE further developes research skills, critical thinking but also time-management skills, as recognized by our students at DGS. EE is externally assessed and mandatory Diploma requirement together with TOK.

 

Core: Creativity, Action, Servise (CAS)

Creativity, action, service is at the heart of the Diploma programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. The component’s three strands, often interwoven with particular activities, are characterised as follows:

• Creativity – arts and other experiences that involve creative thinking
• Action – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Programme
• Service – an unpaid and voluntary exchange that has a learning benefit for the student.

Creativity, action, service (CAS) encourages students to be involved in activities as individuals and as part of a team that take place in local, national and international contexts. Creativity, action, service enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be both challenging and enjoyable – a personal journey of self-discovery that recognises each student’s individual starting point.

Activities should provide:

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

 

Core: Theory of Knowledge (TOK)

Theory of knowledge (TOK) course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the DP to which schools are required to devote at least 100 hours or 134 hours of class time.

In TOK, students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom. The course is intended to be challenging and thought-provoking as well as empowering for students.

Theory of knowledge (TOK) explores questions about knowledge and the process of knowing. TOK emphasizes comparisons and connections between areas of knowledge and encourages students to become more aware of their own perspectives and the perspectives of others.

The aims of the TOK course are:

• to encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking that question;
• to expose students to ambiguity, uncertainty and questions with multiple plausible answers;
• to equip students to effectively navigate and make sense of the world, and help prepare them;
• to encounter with new and complex situations;
• to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions;
• to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding;
• to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge;
• to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge.

 

The TOK curriculum components

• The core theme—Knowledge and the knower: This theme encourages students to reflect on themselves as knowers and thinkers, and to consider the different communities of knowers to which we belong.
• Optional themes: This element provides an opportunity to take a more in-depth look at two themes of particular interest to teachers and students. The given themes all have a significant impact on the world today and play a key role in shaping people’s perspectives and identities. Teachers select two optional themes from a choice of five: knowledge and technology; knowledge and language; knowledge and politics; knowledge and religion; and knowledge and indigenous societies.
• Areas of knowledge: The areas of knowledge (AOK) are specific branches of knowledge, each of which can be seen to have a distinct nature and sometimes use different methods of gaining knowledge. In TOK, students explore five compulsory areas of knowledge: history; the human sciences; the natural sciences; mathematics; and the arts.

Each theme and area of knowledge are organized into a “knowledge framework” consisting of four common elements: scope, perspectives, methods and tools, and ethics.

 

TOK assessment outline

Assessment type	Assessment form	Weighting
External, I part	TOK essay on a prescribed title; For this component, students are required to write an essay in response to one of the six prescribed titles that are issued by the IB for each examination session. As an external assessment component, it is marked by IB examiners.	67%
Internal, II part	TOK exhibition; For this component, students are required to create an exhibition that explores how TOK manifests in the world around us. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.	33%

 

 

Group 1: Language A: literature

 

The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living.

It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.

Through the study of a wide range of literature, the Language A: Literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the Language A: Literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.

 

Syllabus	SL (10 literary works)		HL (13 literary works)
Part 1 Works in translation	A literary study of two works in translation		A literary study of three works in translation
Part 2 Detailed study	Close study and analysis of two works, each of a different genre		Close study and analysis of three works, each of a different genre and one of which is poetry
Part 3 Literary genres	Literary study of three works of the same literary genre		Literary study of four works of the same literary genre
Part 4 Options	Three works are chosen by the school; the approach to the study of works is chosen from four options		Three works are chosen by the school; the approach to the study of works is chosen from four options
External assessment	SL	HL		WEIGHTING
Paper 1 Literary analysis	1 hour 30 minutes	2 hours 15 minutes		35%
Paper 2 Literary essay	1 hour 30 minutes	1 hours 45 minutes		25%
Written assignment Coursework	1,200–1,500 words	1,200–1,500 words		20%
Internal assessment	SL		HL
Oral commentary	15 minutes: literary commentary	10 minutes: literary commentary, followed by a five-minute interview		20%

 

Group 2: Language B

Language B in the Diploma Program enables students to master another language as well as to learn something about other cultures through language acquisition. Language B at both HL and SL is a language acquisition course designed for students with some previous experience of the target language, and they are expected to be able to follow classes in various disciplines in the target language.

Course aims

The following aims are common to Language B: 

• Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.

• Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.
• Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.
• Develop students’ awareness of the importance of language in relation to other areas of knowledge
• Develop students' awarenes of importance of language in intercultural cooperation

 

Curriculum model overview

Language B syllabus includes several components described in the table below:

Components	Hours (60min)
	SL	HL
Prescribed themes (with recommended topics): IDENTITIES (lifestyles; health and well-being; beliefs and values; subcultures; language and identity), EXPERIENCES (leisure activities; holidays and travel; life stories; rites of passage; customs and traditions; migrations), HUMAN INGENUITY (entertainment; artistic expression; communication and media; technology; scientific innovation), SOCIAL ORGANIZATION (social relationships; community; social engagement; education; the working world; law and order), SHARING THE PLANET (the environment; human rights; peace and conflict; equality; globalization; ethics; urban and rural environment)	150	240
HL: literature – read to literary works originally written in the target language, be able to offer elementary literary analysis at the target language	/

Assessment model

Assessment is divided into external and internal as shown in the table below: 

External: Paper 1	Writing skills and ability to communicate in writing based on given task and text forms	1.5 h	25
External: Paper 2	Textual and contextual reading comprehension of written texts for various purposes. Textual and contextual listening comprehension	2 h	50
Internal: Oral assessment	Individual oral presentation and interactive oral activities	25 min	25

Group 3: Business Management

The business management course covers the key characteristics of business organization and environment through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment.

Course aims

The aims of the DP Business management course are to enable students to:

• encourage a holistic view of the world of business
• empower students to think critically and strategically about individual and organizational behaviour
• promote the importance of exploring business issues from different cultural perspectives
• enable the student to appreciate the nature and significance of change in a local, regional and global context
• promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organizations
• develop an understanding of the importance of innovation in a business environment.

 

Curriculum model overview

Component	Content	Hours taught
Business organization and environment	1 Introduction to business management 2 Types of organizations 3 Organizational objectives 4 Stakeholders 5 External environment 6 Growth and evolution		40
Human resource management	1 Functions and evolution of human resource management 2 Organizational structure 3 Leadership and management 4 Motivation		15
Finance and accounts	1 Sources of finance 2 Costs and revenues 3 Break-even analysis 4 Final accounts 5 Profitability and liquidity ratio analysis 6 Cash flow		35
Marketing	1 The role of marketing 2 Marketing planning 3 Market research 4 The four Ps 5 E-commerce		35
Operations management	1 The role of operations management 2 Production methods 3 Location		10
Internal assessment	Written commentary, real case analysis		15

 

Assessment model

Assessment is divided into internal and external.

Type of assessment	Format of assessment	Time (hours)	Weighting of final grade (%)
External: Paper 1	Structured questions, case study	1h 15min	35
External: Paper 2	Structured and extended response question	1h 45min	40
Internal: Written commentary	A written commentary based on three to five supporting documents about a real issue or problem facing a particular organization. Maximum 1,500 words.	15 h	25

 

Group 3: Economics

Economics is a dynamic social science. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. The economics course encourages students to develop international perspectives, fosters a concern for global issues and raises students’ awareness of their own responsibilities at a local, national and international level.

Course aims

The aims of the DP Economics course are to enable students to:

• develop an understanding of microeconomic and macroeconomic theories and concepts and their real-world application
• develop an appreciation of the impact on individuals and societies of economic interactions between nations
• develop an awareness of development issues facing nations as they undergo the process of change

Curriculum model overview

DP Economics HL and SL are different by the scope of details covered within sections taught.

 

Component	Content	Hours taught HL          SL
Introduction to economics	1. What is economics? 2. How do economists approach the world?	10	10
Microeconomics	1. Demand (includes HL only sub-topics), 2. Supply (includes HL only sub-topics), 3. Competitive market equilibrium, 4. Critique of the maximizing behaviour of consumers and producers, 5. Elasticity of demand (includes HL only sub-topics), 6. Elasticity of supply (includes HL only sub-topics), 7. Role of government in microeconomics (includes HL only calculation), 8. Market failure-externalities and common pool or common access resources (includes HL only calculation), 9. Market failure-public goods, 10. Market failure-asymmetric information (HL only), 11. Market failure-market power (HL only), 12. The market’s inability to achieve equity (HL only)	70	35
Macroeconomics	1. Measuring economic activity and illustrating its variations, 2.Variations in economic activity-aggregate demand and aggregate supply,                  3.Macroeconomic objectives (includes HL only calculation), 4. Economics of inequality and poverty (includes HL only calculation),   5. Demand management (demand side policies)-monetary policy (includes HL only sub-topics), 6. Demand management-fiscal policy (includes HL only sub-topics), 7. Supply-side policies	75	40
The global economy	1. Benefits of international trade (includes HL only subtopics and calculation), 2. Types of trade protection (includes HL only calculations), 3. Arguments for and against trade control/protection,         4. Economic integration, 5. Exchange rates (includes HL only sub-topic), 6. Balance of payments (includes HL only sub-topics), 7. Sustainable development (includes HL only sub-topic), 8. Measuring development, 9. Barriers to economic growth and/or economic development, 10. Economic growth and/or economic development strategies	65	45
Internal assessment	Portfolio of three commentaries	20	20

 

 

Assessment model

Assessment is divided into internal and external.

Type of assessment	Format of assessment	Time (hours) HL/SL	Weighting of final grade (%) HL             SL
External: Paper 1	Extended response paper	1 hour 15 minutes	20	30
External: Paper 2	Data response paper	1 hour 45 minutes	30	40
External: Paper 3	Policy response HL ONLY	1 hour 45 minutes	30	-
Internal:Portfolio	Three commentaries based on different sections of the syllabus and on published extracts from the news media.	20 hours	20	30

 

Group 3: Geography

Geography is a dynamic subject that is grounded in the real world and focuses on the interactions between individuals, societies and physical processes. It also investigates the way in which people adapt and respond to change, and evaluates actual and possible management strategies associated with such change. Geography describes and helps to explain the similarities and differences between different places.

Course aims

The aims of the geography course at SL and HL are to enable students to:

• develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales
• develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues
• understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.

 

Syllabus Outline                                               

 

	SL and HL curriculum	SL	HL
Part one - Optional themes   SL undertake 2 options HL undertake 3 options	●        Leisure, tourism and sport ●        Geography of food and health ●        Urban environments ●        Freshwater - Drainage basins ●        Oceans and coastal margins ●        Extreme environments ●        Geophysical hazards	70h	90h
Part two - Core themes	●        Changing population ●        Global climate - vulnerability and resilience ●        Global resource consumption and security	70h	70h
Part Two - Core Extension  (HL only)	●        Power, places and networks ●        Human development and diversity ●        Global risks and resilience	-	60h
Internal Assessment	Fieldwork leading to a written report	20h	20h

 

Assessment model

Assessment form	Task description	Time    HL/SL	Weight %    SL        HL
Paper 1: Optional themes	Each option has a structured question and one extended answer question from a choice of two for SL, and choice of three for HL students	1h30 min (SL) 2h15min (HL)	35%	35%
Paper 2:   Core themes	Three structured questions, based on each core theme; Infographic or visual stimulans, with structured question; One extended answer question	1h15 minutes (SL and HL)	40%	25%
Paper 3: HL core extension	Choice of three extended answer questions, with two parts, based on each HL core unit	1h	-	20%
Internal Assessment	Fieldwork, leading to one written report based on a fieldwork question (wordcount 2.500)	20 h	25%	25%

Group 3: ITGS

The IB DP information technology in a global society (ITGS) course is the study and evaluation of the impacts of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the access and use of digitized information at the local and global level.

Course aims:

• enable students to evaluate social and ethical considerations arising from the widespread use of IT by individuals, families, communities, organizations and societies at the local and global level
• develop students’ understanding of the capabilities of current and emerging IT systems and to evaluate their impact on a range of stakeholders
• enable students to apply their knowledge of existing IT systems to various scenarios and to make informed judgments about the effects
• encourage students to use their knowledge of IT systems and practical IT skills to justify IT solutions for a specified client or end-user.

 

Syllabus outline

ITGS follows the curriculum as follows:

Components	Hours
1. Social and ethical significance • Reliability and integrity • Security, privacy and anonymity • Intellectual property and authenticity • The digital divide and access equality • Surveillance • Globalization and cultural diversity • Policies, standards and protocols • People and machines • Digital citizenship	60
2. Application to specified scenarios • Business and employment • Education and training • Environment • Health • Home and leisure • Politics and government	75
3. IT systems • Hardware and software • Networks and internet • Personal and public communications • Multimedia/digital media • Databases, spreadsheets, modelling and simulations • Introduction to project management	75
4. The project (practical application of IT skills) The application of skills and knowledge to develop an original IT product for a specified client.	30

 

Assessment model

Students are assessed internally and externally as it is presented:

Assessment	Task description	Time HL	Weight % HL
External: Paper 1	Four structured questions	2h 15min	35
External: Paper 2	Written response to unseen article	1h 15min	20
External: Paper 3	Four questions for pre-seen case study	1h 15min	25
Internal: Report	Development of original IT product	20 h	20

 

Group 3: History

History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.

 

History aims

The aims of the history course at SL and HL are 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
• develop key historical skills, including engaging effectively with sources

 

Syllabus outline

Component	Summary	Teaching hours HL(240h)     SL(150h)
Paper 1 Prescribed subject Move to global war	1. Japanese expansion in East Asia (1931–1941) 2. German and Italian expansion (1933–1940)	40	40
Paper 2    World history topics	1.   Authoritarian states (20th century) 2. Causes and effects of 20th-century wars	90	90
Paper 3 European history HL only	1. Europe and the First World War (1871–1918) 2. European states in the inter-war years (1918–1939) 3. Diplomacy in Europe (1919–1945)	90
Historical Investigation	Research paper of 2200 words on historical topic of student choice	20	20

 

Assessment Model

Assessment form	Task description	Time    HL/SL	Grade Percentage %    HL           SL
External: Paper1	Source-based paper. Answer four structured questions.	1h	20	30
External: Paper2	Two essay questions on two different topics.	1h/30 min	25	45
External: Paper3	Three essay questions.	2h/30 min	35	/
Internal : Historical Investigation	Research paper of 2200 words on historical topic of student choice	20 h	20	25

Group 3: Psychology

The IB Diploma Programme psychology course is the systematic study of behaviour and mental processes. Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied but also they will develop their critical thinking skills. The holistic approach reflected in the curriculum, which sees biological, cognitive and sociocultural analysis being taught in an integrated way ensures that students are able to develop an understanding of what all humans share, as well as the immense diversity of influences on human behaviour and mental processes.

Syllabus outline

Syllabus component		Teaching Hours SL (45`)	Teaching hours HL (SL+extension)
Part one: Core	●        Biological approach to understanding behaviour ●        Cognitive approach to understanding behaviour ●        Sociocultural approach to understanding behaviour ●        Approaches to researching behaviour (methodology of research)	120           15	+30
HL extension (Core)			+10
Part Two: Options (SL-one option, HL-two options)	●        Abnormal psychology ●        Developmental psychology ●        Health psychology ●        Psychology of human relationships	30	+30
Internal Assessment: Experimental study	●        Report on experimental study done by students	20
Total teaching hours		185	255

Assessment outline (1 hour=60`)

External assessment	% of grade (SL)	% of grade (HL)
Paper 1 (2 hours): 3 short essays + 1 essay	50	40
Paper 2 (1 or 2 hour): 1 essay SL, 2 essays HL	25	20
Paper 3 (1 hour): research methodology	-	20
Internal assessment (20 hours)	25	20

 

Group 4: Biology

Biology is the study of life. Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function.

 

Assessment objectives

The assessment objectives for biology reflect those parts of the aims that will be formally assessed either internally or externally. These assessments will center upon the nature of science. It is the intention of these courses that students are able to fulfill the following assessment objectives:

• Demonstrate knowledge and understanding of: facts, concepts and terminology , methodologies and communicating scientific information
• Apply: facts, concepts and terminology, methodologies and communicating scientific information.
• Formulate, analyze and evaluate: hypothesis, research question, methodologies, primary and secondary data, scientific explanations
• Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

Curiculum overview

Syllabus component	Teaching hours
	SL	HL
Syllabus content	110	180
A: Unity and diversity	19	33
B: Form and function	26	39
C: Interaction and interdependence	31	48
D: Continuity and change	34	60
Experimental programme	40	60
Practical work	20	40
Collaborative science project	10	10
Scientific investigation	10	10
Total teaching hours	150	240

 

Assesment outline

There are two types of assessment, internal and external, as presented in the table below:

Assessment component	Weighting
External assessment (3 hours-SL and 4  hours 30 minutes-HL)	80%
Paper 1 (1 hour and 30 minutes) Paper 1A-Multiple-choice questions Paper 1B-Data-based questions (four questions that are syllabus related, addressing all themes) (total 55 marks-SL and 75 marks-HL )	36%
Paper 2 (1 hour and 30 minutes) Section A-Data-based and short answer questions Section B-Extended-response questions (total 50 marks-SL and 80 marks-HL)	44%
Internal assessment (10 hours)	20%
The internal assessment consists of one task: the scientific investigation. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.   (total 24 marks)

 

Group 4: Chemistry

 Chemistry is the study of matter, its properties, how and why substances combine or separate to form other substances (chemical reactions), and how substances interact with energy. Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often called the central science as chemical principles underpin both the physical environment in which we live and all biological systems.

Aims of subject

DP chemistry aims are:

• Demonstrate knowledge and understanding of: facts, concepts and terminology , methodologies and communicating scientific information
• Apply: facts, concepts and terminology, methodologies and communicating scientific information.
• Formulate, analyze and evaluate: hypothesis, research question, methodologies, primary and secondary data, scientific explanations
• Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

 

Syllabus overview

Syllabus component
	Teaching hours
	SL	HL
Syllabus content	110	180
Structure 1: Models of the particulate nature of matter	17	21
Structure 2: Models of bonding and structure	20	30
Structure 3: Classification of matter	16	31
Reactivity 1: What drives chemical reactions	12	22
Reactivity 2: How much, how fast and how far?	21	31
Reactivity 3: What are the mechanisms of chemical change?	24	45
Experimental programme	40	60
Practical work	20	40
Collaborative science project	10	10
Scientific investigation	10	10
Total teaching hours	150	240

 

Assessment outline

 

Assessment component	Weighting
External assessment (3 hours-SL and 4  hours 30 minutes-HL)	80%
Paper 1 (1hour and 30 minutes)	36%
Paper 1A-Multiple-choice questions
Paper 1B-Data-based questions
(total 55 marks-SL and 75 marks-HL)
Paper 2 (1 hour and 30 minutes)	44%
Short-answer and extended-response questions
(total 50 marks-SL an 90 marks-HL)
Internal assessment (10 hours)	20%
The internal assessment consists of one task: the scientific investigation.
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
(Total 24 marks)

Group 4: Physics

Physics is a fundamental science that seeks to explain the universe, from the smallest particles to great distances among galaxies. By studying physics, students become aware of how scientists work and communicate, and master basic methods of observation and work in the laboratory.

The objectives of the curriculum

The basic objectives of the DP Physics Program are reflected in the following: (17)

• Acquiring and applying knowledge of methods and techniques that are characteristic of science and technology
• Developing the ability to analyze, evaluate and synthesize scientific information
• Understanding the importance of mutual cooperation and communication in scientific research
• Developing awareness of ethical implications in science and technology
• Understanding opportunities and borders in science and technology

 

Curriculum overview

DP physics is studied through several components that include theoretical and practical work.

 

Syllabus component	Teaching hours
	SL	HL
Syllabus content	110	180
A: Space, time and motion	27	42
B: The particulate nature of matter	24	32
C: Wave behavior	17	29
D: Fields	19	38
E: Nuclear and quantum physics	23	39
Experimental programme	40	60
Practical work	20	40
Collaborative science project	10	10
Scientific investigation	10	10
Total teaching hours	150	240

Assessment outline

Assessment is carried out internally and externally, and the components to be assessed are presented in the table below.

 

Assessment component	Weighting
External assessment (3 hours-SL and 4  hours 30 minutes-HL)	80%
Paper 1 (1hour and 30 minutes)	36%
Paper 1A-Multiple-choice questions
Paper 1B-Data-based questions
(total 45 marks-SL and 60 marks-HL)
Paper 2 (1 hour and 30 minutes)	44%
Short-answer and extended-response questions on standard level material only and additional higher-level material.
(total 50 marks-SL an 90 marks-HL)
Internal assessment (10 hours)	20%
The internal assessment consists of one task: the scientific investigation.
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
(total 24 marks)

 

Group 4: Computer science

Computer science is the study of theory, experimentation, and engineering that form the basis for the design and use of computers. It is the scientific and practical approach to computation and its applications along with the systematic study of the feasibility, structure, expression, and mechanization of the methodical procedures (or algorithms) that underlie the acquisition, representation, processing, storage, communication of, and access to, information.

Subject aims

DP Computer science course emphasizes the need for both a theoretical and practical approach and the aims of the subject are:

• Provide opportunities for study and creativity within a global context that will stimulate and challenge students developing the skills necessary for independent and lifelong learning
• Provide 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 identify and resolve complex problems
• engender an awareness of the need for, and the value of, effective collaboration and communication in resolving complex problems
• develop logical and critical thinking as well as experimental, investigative and problem-solving skills
• raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology

 

Syllabus and Assessment outline

Syllabus component
	Teaching hours	Weighting in %
Core syllabus content	80	45
Topic 1: System fundamentals	20
Topic 2: Computer organization	6
Topic 3: Networks	9
Topic 4: Computational thinking, problem-solving and programming	45
Option	30	25
Option A: Databases
Option B: Modelling and simulation
Option C: Web science
Option D: Object-oriented programming (OOP)
Internal assessment	30	30
Practical application of skills through the decelopment of a product and associated documantation
Group 4 project	10
Total:	150	100

 

 

Group 5: Mathematics

There are two different subjects in mathematics, each available at SL and HL. We want to make sure that we offer courses which will give the most advantages to our students and meet student's different needs, aspirations, interests and abilities.  For this reason we will be offering Mathematics: Applications and Interpretation (MAI SL) at Standard Level, Mathematics: Analysis and approaches at Standard Level (MAA SL), and Mathematics: Analysis and approaches at Higher Level (MAA HL). These courses are designed for different types of students: those who wish to study mathematics as a subject in its own right or to pursue their interests in areas related to mathematics (MAA), and those who wish to gain understanding and competence in how mathematics relates to the real world and to other subjects (MAI).

In making their selection, individual students should be advised to take into account the following factors:

• their own abilities in mathematics and the type of mathematics in which they can be successful
• their own interest in mathematics and those particular areas of the subject that may hold the most interest for them
• their other choices of subjects within the framework of the DP
• their academic plans, in particular the subjects they wish to study in the future

The Mathematics: Applications and Interpretation

The Mathematics: Applications and Interpretation course has the following profile:

• emphasis on modelling and statistics;
• develop strong skills in applying mathematics to the real-world;
• real mathematical problem solving using technology;
• for students interested in social sciences, natural sciences, medicine, business, some economics, psychology, and design.

Mathematics: Analysis and Approaches

Mathematics: Analysis and Approaches will be offered at both Standard Level and Higher Level. The courses have the following profile:

• emphasis on calculus, and on algebraic methods;
• both problem solving with and without technology is required;
• develop strong skills in mathematical thinking;
• real and abstract mathematical problem solving;

• for students interested in mathematics, medicine, engineering, physical sciences, and some economics.
•  

Assessment

Analysis and Approaches HL

 

Internal assessment - 20%

Mathematical exploration : Internal assessment in Mathematics is an individual exploration. This is a piece of written work that involves investigating an area of Mathematics.

 

 

External assessment – 80%

There are three written examination papers:

• Paper 1 (2 hrs): weighting 30% (no calculator allowed)
• Paper 2 (2 hrs): weighting 30% (graphic display calculator (GDC) required)
• Paper 3 (1 hr) : weighting 20% (graphic display calculator (GDC) required)

Analysis and Approaches SL

Internal assessment - 20% : Mathematical exploration Internal assessment in Mathematics is an individual exploration. This is a piece of written work that involves investigating an area of Mathematics.

External assessment – 80%

There are two written examination papers:

• Paper 1 (1.5 hrs): weighting 40% (no calculator allowed)
• Paper 2 (1.5 hrs):weighting 40% (graphic display calculator (GDC) required)

Applications and Approaches (SL only)

Internal assessment - 20%: Mathematical exploration Internal assessment in Mathematics is an individual exploration. This is a piece of written work that involves investigating an area of Mathematics.

External assessment – 80%

There are two written examination papers:

• Paper 1 (1.5 hrs): weighting 40% (graphic display calculator (GDC) required)
• Paper 2 (1.5 hrs): weighting 40% (graphic display calculator (GDC) required)