IB Course Guide 2025

IB COURSE GUIDE 202 5

2

CONTENTS

5 6 7 8 9

11 12 13 14 15 16 17 18 20 21 22 24 26 27 28 29 30 31 32 19

German A: Literature & Language

3

INTRODUCTION

4

Introduction

INTRODUCTION

The choices you make for Sixth Form study will have a significant impact on the rest of your life. This booklet, together with the A Level guide, provides information about the pathways available to you and guidance on what to consider during the decision-making process. There are two pathways through the Sixth Form at St Edward’s: the International Baccalaureate Diploma Programme and A Levels. For information about A Levels, please refer to the relevant guide. The A Level and IB Programmes can afford different opportunities to pupils. The teaching staff at St Edward's will be on hand to offer any support and guidance you might need, but it is important that you also invest the time yourself in making the right choice for you. Sixth F orm choices will be finalised at the end of February. • The range of choices on offer at Sixth Form can be daunting so it is important that you are careful and systematic in the decision-making process. It is worthwhile recording the details of any conversations you have with parents and staff. You will then be able to build a table of pros and cons for subject choices and type of programme, IB or A Level. • If you have a particular career in mind that requires study in a specific subject, make sure you include this in your thinking (for example, if you are considering Medicine, you must take Chemistry). Dr Ord (Head of Career s ) or Mr Gillingwater (Head of Higher Education) will be able to advise you. • Sixth Form study gives you the chance to develop your interests and skills in subjects which will be of benefit in your adult life. A breadth of subjects generally contributes to developing a wide range of skills and affords more opportunities once you leave school. A narrow range however is appropriate for specific careers in areas such as scientific research. • Some people thrive under the pressure of exams and easily obtain good results. Others find coursework allows them to employ a systematic approach over a longer period to achieve impressive results. We very much hope that you will find the process of Sixth Form course and subject choice both stimulating and encouraging. Please feel free to approach us if we can be of any help. Our email addresses are below. The following gives you some general guidance:

Mr D.J. Flower Sub-Warden Academic flowerd@stedwardsoxford.org

Ms A. Fielding Director of IB fieldinga@stedwardsoxford.org

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International Baccalaureate Diploma Programme INTERNATIONAL BACCALAUREATE

The IB pathway involves an integrated programme of study that combines diversity and academic rigour. Pupils study six subjects - three at Higher Level (HL) and three at Standard Level (SL) - chosen from a range of subjects which have been divided into six groups. As well as English (as their native language) and Maths, pupils study a second language, a science and a humanity subject.* For their sixth choice, pupils choose either an Arts subject or they can opt to study an additional language, science or humanity. * Environmental Systems & Societies (ESS) can be simultaneously considered both as a Science and a Humanity subject and so enables flexibility in the programme (e.g. two Languages or two Arts). It is advised that the subject(s) most closely related to a pupil’s likely degree course should be studied at Higher Level. In this way pupils are able to study some subjects in depth and others more broadly within a course that plays to their skills and interests. In addition, pupils complete the following three core components. These lie at the heart of the Diploma Programme and are integral to its philosophy: 1. Theory of Knowledge (TOK) 2. The Extended Essay (EE) 3. Creativity, Activity & Service (CAS) The three core components: TOK is an interdisciplinary course which connects learning experiences across the academic spectrum. The course explores the nature of knowledge and encourages appreciation of other cultural perspectives. The course is assessed through an exhibition and an essay. The Extended Essay (4,000 word limit) offers the opportunity to investigate a topic of individual interest and acquaints pupils with the independent research and writing skills expected at university. It is frequently singled out by universities to be a key strength of the IB Diploma programme and has proven to offer a distinct advantage in admissions interviews. CAS provides a counterbalance to the academic challenges of the Diploma. Its purpose is to encourage pupils to be involved in artistic pursuits, sports and community service work and so foster an awareness and appreciation of life outside the academic arena. The combination of diversity and academic rigour offered by the IB Diploma programme, with its emphasis on independent learning and thinking, ensures that pupils enjoy a varied and challenging course which prepares them particularly well for their future experiences, both at university and in their professional career.

IB Subjects available from September 202 5 :

GROUP AREA

HL OR SL

SL ONLY

1

Language & Literature (native) Languages Acquisition (non-native)

English German

2

French German Spanish Latin Classical Greek Economics Geography Global Politics History

Spanish (ab initio) German (ab initio)

3

Individuals & Societies

Philosophy Psychology Environmental Systems & Societies

4

Sciences

Biology Chemistry

Computer Science Design Technology Physics Sport, Exercise & Health Science Environmental Systems & Societies

5

Mathematics

Maths

6*

Arts

Dance Music Theatre Visual Arts

*Pupils can choose to study an Arts subject or opt instead for an additional language, science or humanity. Two subjects from Arts can be chosen if ESS is selected, covering both Group 3 and 4. Although the courses above are normally on offer, if take-up is particularly low we cannot guarantee that all courses will run every year.

6

Choosing your subjects: further thoughts

CHOOSING YOUR SUBJECTS

The following factors should be considered before making final choices. Please note that a few subjects are available only on one of the A Level or IB pathways. Interest and Enjoyment – The Sixth Form gives you much more opportunity to make choices about what you study than previously so far in your school career. Remember, however, that there is often a considerable difference between the syllabus content of a subject at GCSE and Sixth Form level, so make sure you know what the new syllabus will involve. Remember also that you will be expected to engage in self-directed learning beyond the classroom. Prior Performance – You should be predicted and expect to achieve at least a grade 7 at GCSE in any subjects you intend to study at IB Higher Level. That raises to an 8 for the three traditional sciences and a 9 is required for Higher Level Maths. If you are concerned that you may not be able to achieve the required grade, you should consult with the relevant Head of Department as to your acceptance on to a Sixth Form course. Under such circumstances the Head of Department will reflect upon prior attitude to learning and contribution to a positive classroom environment. In the case of “new” subjects in the Sixth Form, we ask for at least a 7 in a related GCSE subject. For psychology, we ask for two 7s from English, Biology or Sports Science . For Philosophy and Global Politics this is English or History and for Economics, pupils require a grade 7 at GCSE in Maths and English. Combinations of Subjects – This is less of an issue with IB than it is with A Level, because the IB has breadth built in. At A Level, some subjects naturally support each other. For example, it is sensible for Biologists to study Chemistry. There is a degree of overlap between some subjects (Biology and Sports, Exercise and Health Science or ESS and Geography, for instance) and you should take advice about choosing both subjects. Usefulness – Employers, as well as those controlling access to university, are concerned with a number of intangible qualities as well as good performance at A Level or in the IB Diploma. These include resilience, initiative, imagination and ability to work independently or in a team. Choose a combination of subjects that will allow you to develop both your academic skills and your personal qualities. Future Career – Some careers require specific Sixth Form subject courses as qualifications and in some cases there is very little choice. This applies particularly to careers such as Medicine, Veterinary Surgery, Engineering and many other Science-based careers. You need to research your options carefully, and further advice on these and other courses can be obtained from the Careers and Higher Education Departments, tutors, Housemasters and Housemistresses.

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Biology

B IOLOGY

The science of biology continues on an inexorable rise which can be traced back to the elucidation of the structure of DNA in 1953. With a rapid pace of advance in such areas as the diagnosis and treatment of cancer, ever higher resolution mapping of the human brain, the precision of modern DNA editing not to mention the impact of Covid-19, biologists have never been in greater demand.

The aims of the IB Biology course are:

• To develop conceptual understanding that allows connections to be made between different areas of the subject, and to other IB Diploma sciences subjects • To acquire and apply a body of knowledge, methods, tools and techniques that characterise science • To develop the ability to analyse, evaluate and synthesise scientific information and claims • To develop the ability to approach unfamiliar situations with creativity and resilience • To design and model solutions to local and global problems in a scientific context • To develop an appreciation of the possibilities and limitations of science • To develop technology skills in a scientific context • To develop the ability to communicate and collaborate effectively • To develop awareness of the ethical, environmental, economic, cultural and social impact of science. The syllabus is divided into four key themes, each made up of two concepts: Unity and diversity; Form and function; Interaction and interdependence; Continuity and change. These themes are explored at the various levels of biological organisation: Molecules; Cells; Organisms; Ecosystems. Each theme and level of organisation provides a conceptual lens through which the content can be explored. At the very end of the summer holiday prior to the start of Upper Sixth, the pupils will take part in a residential field trip to South Devon. Whilst not mandatory, the trip is highly valuable and typically all pupils attend. The trip contributes to the obligatory IB practical hours, allows pupils to experience first-hand many of the ecological techniques in the syllabus and most importantly allows pupils to collect the necessary data for a successful Internal Assessment (see below).

COMPONENT ASSESSMENT

CONTENTS

HL

SL

Paper 1

2 hr exam (36% of final grade)

1½ hr exam (36% of final grade)

• Multiple-choice questions • Data-based questions

Paper 2

2½ hr exam (44% of final grade)

1½ hr exam (44% of final grade)

• Data-based questions • Short answer questions • Extended-response questions • An individually chosen and conducted scientific investigation

Internal Assessment

Scientific investigation and write-up 10 hr guidance (20% of final grade)

Scientific investigation and write-up 10 hr guidance (20% of final grade)

8

Chemistry

CHEMI STRY

Chemistry is the study of the differing compositions, properties and reactions of substances, and their applications in our world. It is the “central science” with many overlaps with the other biological and physical sciences. The rigour of the course and its central nature result in many university science courses, such as Medicine (as well as Chemistry itself) requiring Chemistry as a prerequisite. The IB Diploma syllabus organises the course content into two strands: structure and reactivity. We begin with the core concepts of the particulate nature of matter, considering how these ideas developed, then applying them to enable us to study more complex structures and to understand the variety of chemical reactions of various elements and compounds. Within this framework, all the traditional topics of Chemistry are studied, including: Acids & Bases, Kinetics, Energetics and Organic Chemistry. The IB Diploma highlights Chemistry’s international perspective, including a consideration of the role of ozone in the Earth’s atmosphere, the science behind the challenges of global warming, and Green Chemistry considerations to decrease the environmental impact of the chemical industry. The IB Diploma focuses on the investigative nature of Chemistry, so many hands-on practicals feature over the duration of the course. Furthermore, all pupils conduct an IA in the second year of the course, during which they devise and carry out an open-ended scientific investigation that they have devised themselves.

COMPONENT

ASSESSMENT

CONTENTS

HL

SL

Paper 1

2 hr exam Weighting: 36%

1½ hr exam Weighting: 36%

Multiple Choice Questions Data-based questions

Paper 2

2 .5 hr exam Weighting: 44%

1 ½ hr exam Weighting: 44%

Short answer and extended-response

Internal Assessment (coursework)

10 hr project of pupil’s choosing including write-up Weighting: 20%

Pupil-devised practical project

9

10

Classical Languages Latin and/or Greek

CLASSICAL LANGUAGES

Students of Classical Languages aim to achieve competence in Latin or Classical Greek to experience ancient texts in the most immediate way possible. The course focuses on the reading of unadapted Latin or Classical Greek literature, but this is complemented by students’ examination of other linguistic, historical, archaeological, and art historical evidence, to better understand the classical world. Three areas of exploration ground the study of this evidence and provide a framework for students as they build their proficiency in the classical language, develop their analytical and interpretative skills, and further their understanding of the historical, cultural, political, and artistic concerns reflected in the texts they study. These areas of exploration invite students and teachers of Classical Languages to engage in a fully integrated study of language, literature, and culture, and to position themselves not as passive readers or receivers of the classical world, but rather as active participants in an ongoing classical tradition. • asking them to consider the role they, their classmates, and teachers play in confirming, challenging, and negotiating the meaning of texts • helping students to generate their own personal connections between the study of the classical world and their own (or other) languages, literatures, and cultures • encouraging students to use the classical language as a medium for their own, original expression. By fully integrating the study of language, literature, and culture, and by encouraging students to see a role for themselves as users of the language, the Classical Languages course allows students to build deep, meaningful, and lifelong understandings. These not only prepare them for further study in the Classics or other areas, but also equip them with tools to lead responsible, meaningful lives beyond the confines of the classroom. The course aims to develop this active participation in three key ways:

There are 3 components to the SL course and 4 for the HL:

HL ASSESSMENT OUTLINE

WEIGHTING

SL ASSESSMENT OUTLINE

WEIGHTING

External assessment Paper 1 (2 hours)

80% 30%

External assessment Paper 1 (1.5 hours) Reading comprehension and translation questions based on an unseen extract. (30 marks) Of two options, students select one. Paper 2 (1.5 hours) Short answer questions based on an extract from a prescribed core text and an extended response based on a prompt. (32 marks) Of four options, students select one. Internal assessment Research Dossier This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. An annotated collection of seven to nine primary source materials that answers a question on a topic related to the classical language, literature, or culture. The dossier is introduced by a further source that captures the inspiration for the line of inquiry. (28 marks)

70% 35%

Reading comprehension, translation, and guided analysis questions based on a set of two unseen extracts. (40 marks) Of two options, students select one. Paper 2 (1.5 hours) Short answer questions based on an extract from a prescribed core text and an extended response based on a prompt. (32 marks) Of four options, students select one.

30%

35%

Higher level composition Students submit an original composition in prose Latin or

30%

20%

Classical Greek guided by intentions and informed by classical sources and additional research. Alongside the composition, students submit a rationale of no more than 10 entries that explains how the composition achieved the stated intentions. (25 marks)

Internal assessment Research Dossier See Standard Level description.

20%

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COMPUTER SCIENCE

Computer Science

IB Computer Science is suitable for anyone who wants to learn how computers work, how to control what computers do, and how they have shaped the modern world and will continue to do so in the future. One of the main aims is to develop your computational thinking skills: taking a complex problem, breaking it down into steps, and explaining those steps in a way which can’t be misunderstood is the essence of programming. More than that, though, you will develop an understanding of what is going on inside a computer when it runs software, and at a higher level explore how computers fit into modern day business and society. The course is available for both Standard and Higher level. You do not need to have studied Computer Science previously to study it at IB though some proficiency in Python programming, especially at Higher Level would be advised. Please speak to Mr Hooper for advice here. The study of Computer Science at IB is organised into two key themes: A: Concepts of computer science (focusing on how computational systems work) B: Computational thinking and problem solving (how you can use computational systems to solve real-world problems) The course is future-facing and includes a topic on machine learning. There also is a case study so that emerging technologies can be considered during the lifetime of the course. Finally, the course has a practical programme that consists of the development of a computational solution and a collaborative science project.

12

Dance

DANCE

Across the two years of the course, Dance allows pupils to develop their own skills in and understanding of dance through performance, composition and analysis. The written element of the course requires pupils to explore a variety of dance traditions and cultures from around the world. Dance is wholly assessed through coursework – there is no final exam. Higher Level External Assessment Composition – Three dances 8-15 minutes 35% Pupils write a 1,000 word essay documenting and reflecting upon the processes of composition and analysis one of the dances. Investigation 25% A written report of 2,500 words analysing the similarities and differences between two styles Pupils perform 2-3 dances (Solo/Duet/Group) in any style, performed by the students to show proficiency and expressive ability appropriate to the dance. 6-9 minutes long. Standard Level External Assessment Composition: Pupils compose two dances of 6-10 minutes in total. Pupils write a short analysis of these dances. Investigation: Pupils write a dance investigation of 1,500 words which explores, compares and contrasts dances from different cultures and traditions. Internal Assessment Performance: Pupils perform one or two dances of 3-6 minutes. They also submit programme notes which reflect on the motivation of the dance and their interpretation of the piece. 40% 20% 40% Throughout the course pupils keep a journal of reflections on their experiences: this includes performances seen (whether live or online), experiences in different dance styles and skills developed. Prior experience of dance is recommended. The performers of the composition do not necessarily need to be studying the same Dance course. This allows pupils to build on the work of the thriving extra-curricular Dance department in the school. The course encourages pupils to engage in a wide variety of experiences which can be through masterclasses and trips to performances. The course is designed to offer pupils the opportunity to build on prior experience in dance while encouraging a broad approach to the subject. Dance provides an appropriate foundation for further study in dance history, theory and practice at university level, or in dance career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers. drawn from different cultures/traditions. Internal Assessment 40%

13

Design Technology

DES IGN TECHNOLOGY

Although Design Technology is associated in Group 4 with pure science subjects, it embodies a very different approach to managing knowledge. Design is about applying a body of knowledge and skills in order to achieve very human goals. The type of thinking involved bridges the certainties of science, and the cultural and aesthetic values that define civilisations. It encourages a boldness of thought that can jump between the beauties of nature and the confident understanding of materials and manufacturing processes, so that products can be developed that solve human problems with elegance and efficiency. The first thing to understand about Design Technology as part of the IB Diploma Programme is that no previous experience is necessary. You can do IB Design at Standard Level without having taken the Design Pathway (internal candidates) or a Design GCSE (external candidates). Course structure The Design Technology curriculum explores three themes: design in theory, design in practice and design in context. Through these, pupils will develop an enduring knowledge and understanding of the design thinking process. The study of their interconnections will provide pupils with opportunities to explore different perspectives and conceptual frameworks. Beyond IB Design Technology This course would provide you with a range of skills and capabilities invaluable for almost any profession or career, as well as being a stepping stone to the specifically design oriented professions such as Architecture; Engineering; Product Design or Furniture Design; Interior and Jewellery Design, as well as learning valuable skills for being an entrepreneur. Course Components Theory paper 1: Multiple choice questions Theory paper 2 : Short-answer and extended-response questions of intertwining skills, concepts and understandings placed into a suitable design technology. Internal Assessment Pupils will complete a design project as the Internal Assessment element of the course. This is an open-ended task in which pupils identify, analyse, evaluate and redesign an existing product to meet the needs of an intended user. Pupils will need to develop a physical model for testing and evaluation purposes.

14

Economics

ECONOMI CS

Economics offers pupils a brand-new perspective on the world around them. The questions asked throughout the course reframe our experience of day-to-day life, as well as the wider world around us. Why are prices rising so quickly? What factors determine people’s future income? Why are some people rich, and others poor? Economics attempts to take a scientific approach to understanding systems of human behaviour. On a microeconomic scale, pupils will examine the basic decision-making framework of individuals and businesses, and learn how the interactions of these decisions lead to the allocation of resources and the setting of prices around the economy. Pupils will explore the extent to which this free market system works, why it can go disastrously wrong, and the ways in which governments can attempt to fix it. On the way, pupils will examine recent real-world examples and engage with recent developments in economic theory. Pupils also study macroeconomics, where they will learn how the very same market systems covered in microeconomics lead to big-picture changes that affect everyone: economic growth, inflation rates, unemployment. The course examines the government’s role in promoting key macroeconomic objectives, as well as the significance of the wider international economy, including asking crucial questions about the drivers of economic development and poverty. The IB course is well-suited to developing a range of skills, with analytical and mathematical skills featuring strongly alongside extended essay-writing, including a comprehensive internal assessment. The economics department at Teddies also affords lots of opportunities for pupils to engage in economics outside the classroom, with a rich set of learning opportunities available to pupils, including clinics to secure learning, a vibrant pupil-run Economics Society, and further opportunities for those who want to pursue economics beyond their time at Teddies. Internal Assessment For both HL/SL pupils: three 800-word commentaries analysing newspaper articles using economic theory completed at regular intervals, with a total weighting of 20% (HL) or 30% (SL) External Assessment Paper 1: An extended response paper. Students answer one, two-part, question from a choice of three. Time allowed: 1hr 15min. HL 20%, SL 30%. Paper 2: A data response paper. Students answer one, multi-part, question from a choice of two based on a case study. Time allowed: 1hr 45min. HL 30%, SL 40%. Paper 3: Taken only by HL students. Students answer two compulsory questions containing both quantitative and qualitative content. Time allowed: 1hr 45min. HL 30%

15

English: Language A – Literature

ENGLISH LITERATURE

The IB English Literature programme is an exciting and varied course of literature of many different types. We will be reading books published within the last twelve months, literature written in the fourteenth century, and a great deal in between; about a third of the works have their origins overseas. As in the A Level course, pupils' enthusiasm to discuss wide-ranging ideas will be exercised robustly, but the course will move much more quickly, with some texts given close, in-depth analysis and others covered much more briskly. You will need to be someone who enjoys reading and making your own mind up about things. You will have an interest in the literature and ideas of different cultures and be prepared to challenge your own prejudices and assumptions. You will also need to be a confident speaker – prepared to contribute ideas in class and to present them in front of an audience. In return, you will be given access to a wide range of exciting literature and the freedom to be original and scholarly. Ultimately you will become a well-read, confident and proficient communicator, and you will have benefited from the teaching of a team of outstanding, enthusiastic teachers in a lively, friendly and highly successful department. Thirteen texts are taught on the Higher Level course, and nine at Standard Level, alongside further unseen passages to develop essential skills of critical analysis. Higher Level Assessment:

IO

Individual Oral (15 mins). Comparative commentary (10 mins) based on two works and extracts chosen by the student, followed by questions from the teacher (5 mins). One of the texts must be in translation. Task: to examine the ways in which a global issue is presented through the content and form of the texts.

20%

HL Essay

Coursework essay (1,200–1,500 words) based on one text from the course, chosen by the student.

20%

Paper 1

Exam (2 hr 15 mins). Guided Literary Analysis. Two commentaries based on the two set passages, from different literary forms, each accompanied by a guiding question. Exam (1 hr 45 mins). Comparative Essay. Written using two texts chosen by the student, in response to one of four questions applicable to all literary forms.

35%

Paper 2

25%

Standard Level Assessment:

IO

Individual Oral (15 mins). Comparative commentary (10 mins) based on two works and extracts chosen by the student, followed by questions from the teacher (5 mins). One of the texts must be in translation. Task: to examine the ways in which a global issue is presented through the content and form of the texts. Exam (1 hr 15 mins). Guided Literary Analysis. Commentary based on one of the two set passages, drawn from different literary forms, in response to a guiding question. Exam (1 hr 45 mins). Comparative Essay. Written using two texts chosen by the student, in response to one of four questions applicable to all literary forms.

30%

Paper 1

35%

Paper 2

35%

16

Environmental Systems and Societies (ESS)

ENVIRONMENTAL SYSTEMS AND SOCIETIES (ESS)

ESS is one of the most innovative and progressive courses within the IB. It recognises that to understand the environmental issues of the 21st century, both the human and environmental aspects must be studied. The issues covered by the course are complex, and include the actions required for the fair and sustainable use of shared global resources. ESS studies the systems that support life on Earth, and explores how human activities are negatively affecting the environment. It is the first fully transdisciplinary course within the IB. This means that it can be counted simultaneously as a Group 3 (Individuals & Societies) and a Group 4 (Science) subject, thus opening up more flexibility when selecting one’s IB program. As a group 4 subject, it demands the scientific rigour expected of an experimental science, and has a large practical component (including assessed coursework , 20% HL / 25% SL ). The group 3 approach applies a human-centred perspective that examines environmental issues from a social and cultural viewpoint. The course therefore looks at environmental issues from economic, historical, cultural, socio-political viewpoints as well as a scientific one. ESS encapsulates the core IB values of internationalism and humanity’s aim of creating a better planet for all. As a result of studying this course, you will become equipped with the ability to recognise and evaluate the impact of societies on the natural world. The course is appropriate for a wide range of pupils, from scientists who have a particular interest in environmental issues, through to linguists and arts pupils who don’t want to study one of the traditional sciences. The HL course has three additional HL lenses—environmental law, environmental economics, and environmental ethics. These lenses allow for the development of more sophisticated processing and balanced viewpoints, and are intended to provide a solid foundation for further study at university level. The additional HL content requires students to make more connections between diverse areas of the syllabus; this results in increased networked knowledge and a comprehensive understanding of the complexities of environmental issues, solutions and management. Course Content:

Standard Level Topic 1: Foundation

1.1 Perspectives 1.2 Systems 1.3 Sustainability

Topic 2: Ecology Topic 3 Biodiversity and Conservation Topic 4: Water Topic 5: Land Topic 6: Atmosphere and Climate Change Topic 7: Natural Resources Topic 8: Human Populations and Urban Systems Individual Assessment (coursework)

Higher Level – as above plus: HLa Environmental Law HLb Environmental Economics HLc Environmental Ethics

17

Geography

GEOGRAPHY

Geography is a Group 3 Individuals and Societies subject and would provide an excellent balance to any IB programme. It is available to pupils as both a Higher and Standard Level course. IB Geography is unique in bridging the social sciences (human geography) with the natural sciences (physical geography). Human geography assesses the dynamics of societies, globalised technological innovations and economic shift, and physical geography analyses the processes and factors that regulate the variations in physical landscapes and the environment. It is an excellent subject to study in its own right but also has many transferable skills relevant to Science, Mathematics and English, as it encourages the development of a range of skills. Consequently it is a sound choice when taken with the varied diet in an IB Diploma course. It allows the pupil with an aptitude for sciences to develop important literacy skills and one with a propensity for arts to develop essential numeracy and graphical skills. Data collection, handling and analysis are central to the subject and pupils are well-supported in the development of ICT skills. Geography in the IB Diploma does have a distinct emphasis which makes it particularly relevant to today’s world and this is clearly embedded in the syllabus aims. These include: 1. Encouraging pupils to develop a global perspective and a sense of world interdependence 2. The need to develop a concern for the quality of the environment 3. An understanding of the need to plan and manage for present and future generations 4. How geographers can help modify values and attitudes in relation to geographical problems and issues 5. To recognise the need for social justice, equality and respect for others; appreciate diversity; and consider how we can combat bias, prejudice and stereotyping An IB geographer must be willing to challenge the knowledge being acquired, to have and defend opinions and to be motivated to follow up issues independently as well as in class. Topics covered include: Populations in Transition, Disparities in Wealth and Development, Patterns in Environmental Quality and Sustainability, Patterns in Resource Consumption, Freshwater – Issues and Conflicts, Extreme Environments, Hazards and Disasters, Global Interactions.

COMPONENT

ASSESSMENT

CONTENTS

HL

SL

Paper 1

2¼ hr Marks: 60 Weighting: 35%

1½ hr Marks: 40 Weighting: 35%

Optional Theme Stimulus material

Paper 2

1½ hr Marks: 50 Weighting: 25%

1½ hr Marks: 50 Weighting: 40%

Core Theme Short-answer questions One extended response

Paper 3

1 hr exam Marks: 28 Weighting: 20%

N/A

Higher Level extension Two Essay Questions

Internal Assessment

20 hr fieldwork study and write-up: 20%

20 hr fieldwork study and write-up: 25%

Teacher marked, externally moderated

18

German : Literature & Language A

GERMAN

German A is a course in German Language and Literature. It is suited for those who often read books in German, are confident exploring elements of language and have probably had some of their education delivered in the German language. The language A: language and literature course, German, is available at Standard (SL) and Higher Level (HL). The aim of the course is the study of the complex and dynamic nature of language and the exploration of both its practical and aesthetic usages. The crucial role of language in communication, in reflecting experience and shaping the world, and the roles of individuals themselves as producers of language will be explored. Pupils will have the opportunity to familiarise themselves with the various ways in which language choices, text types, literary forms and contextual elements all effect meaning. Pupils will encounter various text types and literary forms and will consider their own interpretations, as well as the critical perspectives of others while reflecting on cultural belief systems. Pupils will develop a wide set of skills such as • listening, speaking, reading, writing, viewing, presenting, and performing • interpretation, analysis, and evaluation • sensitivity to the formal and aesthetic qualities of texts • an understanding of the relationships between studies in language and literature and other disciplines SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the HL additional essay and the level of difficulty and demands of assessment and application of assessment criteria.

External assessment

Paper 1: Guided textual analysis

35% at SL and HL

Guided analysis of unseen non literary passage/passages from different text types.

Paper 2: Comparative essay

35% at SL / 25% at HL Comparative essay based on two literary works.

Internal Assessment

HL essay (Coursework)

20% at HL

Written coursework component: 1,200–1,500-word essay.

Individual oral

30% at SL / 20% at HL

19

Global Politics

GLOBAL POLITICS

What will strike pupils immediately about the Global Politics course is how different it is to what they would have done before. Every part of the course is interconnected, tailored to the pupils, and also very practical, in that it forces pupils to focus on real and local examples alongside the theoretical parts. Global Politics asks pupils to go out and actively engage in politics in the engagement activity e.g. organise a rally/campaign on an environmental issue, interview a Member of Parliament about their voting record, or survey the pupils of the school about their views on the voting age. The ‘core’ teaching and learning parts of the course, assessed in two written examinations, are divided into four units: 1. Power and Global Politics: this introduces the key political theories behind international relations and considers how a variety of actors in global politics, from states to NGOs, interact as they attempt to deal with a range of global issues. 2. Human Rights: this looks at the major philosophical, legal and ethical theory behind human rights, and looks at various pertinent case studies, for example the Rohingya in Myanmar. 3. Development: this looks both at the philosophical and theoretical understanding of development and also examines major case studies, both historical and contemporary. 4. Peace and Conflict: this looks at the nature of various conflicts and considers their causes, features and reasons for conclusion. It invites assessment of the nature and success of peace making and building, using various contemporary examples. Assessment for all the above comes in Paper 1 which involves the use of four sources to work from, and four short-answer, structured questions. These questions could be on any of the four units. Internal Assessment Pupils have to choose a ‘political issue’ and will ultimately have to submit a 2,000 word written report on this. The IA involves engaging with the political issue directly. For example, if a pupil chooses the issue of ‘How does democracy impact the representation of women?’, the pupil might attend a conference by a female MP opposing women-only quotas, or they might shadow a female local councillor on her day-to-day activities, or they might interview various female parliamentary candidates. Pupils synthesise their findings from the engagement activity and their more ‘academic’ research in a 2,000 word report, which they conclude by offering a policy proposal for the issue at hand. Higher Level Extension Pupils study two further global political issues by selecting two further issues of their choice, each relevant to one of a set list of global political challenges. Pupils will conduct their own research into the issue and produce a written report of it. Using their case studies, pupils will sit a third paper during which they answer questions drawing on their knowledge of their case studies. Each pupil’s exam paper will therefore be different from their peers. In Paper 2, pupils have to answer two essay questions from two sets of four, each on a different ‘unit’ These papers are the same and compulsory for both Higher and Standard levels.

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History “Study the past if you would define the future.” CONFUCIUS

HISTORY

“All sorts of reasons can be given for reading history, but the best of them has always seemed to me sheer pleasure” LORD ROBERT BLAKE IN CSL DAVIES’ PEACE PRINT & PROTESTANTISM 1450-1558

Within the IB matrix History is part of Group 3 Individuals and Societies . The subject is available at both Standard Level and Higher Level with the following options being offered by the History Department.

STANDARD LEVEL

HIGHER LEVEL

Paper 1 Rights & Protest The Civil Rights movement in the USA 1954-1965 Apartheid South Africa 1948-1964

In addition to Papers 1 and 2, and the IA: Paper 3 Aspects of European History The French Revolution and Napoleon 1774-1815 Imperial Russia and the Soviet State 1855-1924 The Soviet Union and post-Soviet Russia 1924 2000

Paper 2 World History Authoritarian States in the twentieth century The Cold War 1943-1991

Internal Assessment: 2,000 word essay on a subject of the candidate's own choice

Contributes 20% towards the final grade for Higher Level, and 25% for Standard Level.

The subject matter of History naturally lends itself to speculation, investigation and enquiry. A comparative approach to History is at the heart of the Standard Level History course. Pupils study a number of the most important issues in the twentieth century, learn about the responses to these crises and formulate their own judgement based upon rational and critical use of the source materials and books provided. At Higher Level the same approach is required, but the focus is much more clearly European based. Pupils learn about eighteenth and nineteenth century history in order to give them the skills required by historians such as synthesis, originality, scepticism, an understanding of human relations and an ability to communicate their arguments in a stylish and readable manner. The IB History course will provide pupils with the very best possible background for reading the subject at university level. In the Sixth Form, all History pupils are members of the Blenheim Society which hosts leading historians to deliver lectures in school. Professor Steven Gunn, Professor Niall Ferguson, Social Historian Jane Robinson and Middle East specialist James Barr have all given recent talks and pupils are encouraged to participate and ask questions. The society also includes forums, discussions and talks about various subjects, such as the nature of medieval heresy, sixteenth-century witchcraft, nationalism and the Rwandan genocide. The Department has also previously run successful Sixth Form History trips to the United States, Russia, China and the Middle East. History at Sixth Form is also highly respected by universities. It is a subject that is recommended for university courses such as Law, English, Sociology, Politics, PPE and other subjects that require good analytical writing skills. The skills you develop in analysis, presentation, research and critical thinking are invaluable for several careers as well. Many lawyers, journalists, marketing specialists, politicians and linguists studied History at Sixth Form and succeed in their industries due to many of the skills gained from studying History.

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Mathematics

MATHEMATICS

The International Baccalaureate (IB) curriculum offers two different mathematics courses: Mathematics Analysis and Approaches (AA) and Mathematics Applications and Interpretation (AI). These differ in: Focus and Approach Mathematics Analysis and Approaches (AA): This course emphasizes theoretical understanding, proof-based mathematics, and developing mathematical reasoning skills. It is designed for students with a strong interest in mathematics and who may pursue further studies in mathematics, engineering, or physical sciences. Mathematics Applications and Interpretation (AI): This course focuses on applying mathematics to real-world contexts and problem-solving. It is designed for students more inclined towards practical applications of mathematics and who may be interested in fields such as social sciences, economics, or humanities. Content Mathematics AA: This course covers topics such as algebra, functions, calculus, probability, and statistics. It delves into the theoretical aspects of these topics, including proofs, rigorous mathematical reasoning, and advanced calculus concepts. Mathematics AI: This course covers topics such as statistics, calculus, modelling, and applications of mathematics in various contexts such as economics, social sciences, and business. It emphasizes practical problem-solving, data analysis, and interpretation. Assessment Both courses have common elements in their assessments, such as internal assessment tasks and a final examination. However, the specific content and emphasis of the assessments differ based on the course. Mathematics AA assessments may involve more complex theoretical problems, proof-writing, and demonstrating a deep understanding of mathematical concepts and has a non-calculator paper. Mathematics AI assessments may involve more real-world applications, data analysis, and interpretation of mathematical models and involves no non-calculator papers. The course you choose depends on your current interests, strengths, and your choice of study at university. It is imperative that you determine the requirements of any university courses that interest you before starting the Lower Sixth, as switching between the two systems is hard to do once they have begun. Higher Level Those interested in taking Higher Level AA Maths must have achieved a grade 9 at IGCSE and ideally will have studied Further Maths (or equivalent). Furthermore, students who choose HL Maths must take four HL subjects in the Lower Sixth (one will later change to SL once suitability for the HL Maths course has been confirmed). Standard Level Because it is such an algebraically demanding course we require a GCSE result of at least grade 8 in order to study Standard Level AA. This means that the default position for most pupils should be the Standard Level Mathematics: Applications and Interpretation course. Please talk to the Head of Mathematics and the IB Co-ordinator who will be happy to help guide you if you are uncertain about which one to choose.

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MATHEMATICS

MATHEMATICS

Mathematics (continued) For both HL and SL, there is an Internal Assessment which contributes to 20% of the final grade. Entry requirements

SL

GRADE AT IGCSE

HL

GRADE AT IGCSE

Analysis and Approaches

Analysis and Approaches

8 or higher

9

Applications and Interpretation

Applications and Interpretation

Accessible to all

n/a

ASSESSMENT

CONTENTS

SL

HL

Paper 1

1½ hr Weighting: 40% 1½ hr Weighting: 40% n/a Weighting: n/a

2 hrs Weighting: 30% 2 hrs Weighting: 30% 1 hr Weighting: 20%

Paper 2

Paper 3

Internal assessment

30 hrs Weighting: 20%

30 hrs Weighting: 20%

Investigative, problem solving and modelling skills development leading to one written exploration.

Total

100%

100%

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Modern Languages French, German, Spanish

MODERN LANGUAGES

It is a requirement of the IB Diploma Programme that pupils study at least one foreign language.

The aim is to promote an understanding of another culture through the study of a second language. The main emphasis of the modern language courses is language acquisition and use in a range of contexts and for different purposes. One of the aims is also to help pupils develop an understanding of the relationship between the languages and cultures, along with their international mindedness. Group 2 courses Language B Ab Initio (SL only) German, Spanish This course is designed for pupils with very little or no prior experience of the language. The course consists of 5 prescribed themes:

• Identities • Experiences

• Human ingenuity • Social organisation • Sharing the planet

Language acquisition is achieved through the development of receptive, productive and interactive skills and competencies. Elements of language include vocabulary, grammatical structures, register, pronunciation and intonation. However, it is not just about learning the language; you also need to demonstrate an awareness and understanding of intercultural elements relating to the topics covered, i.e. how and why similarities and differences exist between different countries. You will also be taught how to recognise and reproduce a range of text types such as letters, blogs, and reviews and adapt your language to the targeted audience and the purpose of your writing (conceptual understanding). The level achieved by the end of the course is the equivalent of a high IGSCE level. Please note that Ab Initio IB languages (German/Spanish) should not be regarded as an easy option: the course is brisk and challenging. You need to be highly motivated as you are expected to reach GCSE standard in just two or three terms and learn large amounts of vocabulary quickly. For some, a fresh start may be necessary or recommended; an ab initio language may be selected as long as there has been no previous study of it for a significant period of time. Most pupils are happiest when they continue studying a language they have studied and enjoyed at GCSE.

LANGUAGE AB INITIO

SECTION

ASSESSED

AREAS

External assessment

Paper One

25%

Productive skills: writing

Paper Two

50%

Section 1: Receptive skills – Listening comprehension Section 2: Receptive skills – Reading comprehension

Internal Assessment

Individual Oral

25%

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