IB Diploma Programme
Subject Selection Handbook
2014 - 2016
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TABLE OF CONTENTS
Welcome to the IB Diploma Programme ................................................................................................ 3
IB Learner Profile .................................................................................................................................... 4
Career Planning ...................................................................................................................................... 5
What is the IB Diploma Programme?...................................................................................................... 6
The Structure of the IB Diploma Programme at BISP ............................................................................ 9
Results for IB Diploma Students ........................................................................................................... 11
IB Diploma Subject Information ............................................................................................................ 14
Group 1: Studies in Language and Literature ....................................................................................... 15
Group 2: Language Acquisition............................................................................................................. 18
Group 3: Individuals and Societies ....................................................................................................... 20
Group 4: Experimental Science ............................................................................................................ 27
Group 5: Mathematics and Computer Science ..................................................................................... 32
Group 6: The Arts.................................................................................................................................. 35
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Welcome to the International Baccalaureate Diploma Programme
The International Baccalaureate Diploma Programme is an advanced 2-year course of study designed to
prepare students for university and life. The IB Diploma Programme founders recognised a need to
create a University preparatory curriculum with high standards which would be recognised around the
world. Since its inception in 1968, the IB Programme has grown to include over 3,459 schools in 143
countries.
The IB Programme is more than just a curriculum, it is also a teaching and educational philosophy
designed to inspire students to think beyond the factual recall of information. The spectrum of IB classes
is designed to teach students to think critically, to appreciate the importance of seeing events or
knowledge claims from different perspectives, to understand strengths and weaknesses of what students or
others claim to “know,” to understand and explore ethical controversies inherently relevant to what they
learn, and to be able to apply what they learn in meaningful ways to the “real world”.
While the Diploma Programme is not designed exclusively for the elite or gifted academic student, the
decision to pursue several IB diploma courses or the full IB diploma is most appropriate for those students
who are highly motivated, open-minded, and highly responsible. The IB Diploma Programme is much
more, however, than a series of academic subjects. Its unique additional features of CAS, Extended Essay
and Theory of Knowledge ensure that students are opened up to their community responsibilities, are
encouraged to develop their research skills and become independent analytical thinkers.
THE IBO MISSION STATEMENT
“The International Baccalaureate Organization 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.”
Eligibility for acceptance into Year 12:
All previous educational backgrounds will be considered for students entering the Diploma Programme but
a student needs to have achieved a high level in their educational background to ensure they commence the
Diploma Programme with a strong academic foundation. For students who have followed the IGCSE
programme, we require a minimum of four passes (A* through C) and we recommend a minimum of a
grade ‘C’ to enter a standard level course and ‘B’ to enter a higher level course. It is important to note that
five IGCSE passes are required for entrance into a university in Thailand. Students who do not meet these
minimum requirements will need to re-take their IGCSE examinations and this may result in formal
acceptance into Year 12 the following academic year.
Year 12 and Year 13 in BISP is a place where hard work and high academic standards go hand-in-hand
with a strong emphasis on the development of holistic education in a creative and supportive environment.
Our students are the strength of the Secondary School. This booklet assists students in making decisions
about which subjects to select for the IB Diploma Programme in Years 12 and 13.
We look forward to working with you.
Carey Christensen - IB DP Coordinator
Email: cchristensen@bisphuket.ac.th
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IB Learner Profile
IB learners strive to be:
Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance.
In so doing, they acquire in-depth knowledge and develop understanding across a
broad and balanced range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators
They understand and express ideas and information confidently and creatively in
more than one language and in a variety of modes of communication. They work
effectively and willingly in collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories, and are
open to the perspectives, values and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of points of
view, and are willing to grow from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles, ideas and strategies. They
are brave and articulate in defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience. They are
able to assess and understand their strengths and limitations in order to support
their learning and personal development.
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Career Planning
Career planning is an essential focus for IB students; it helps students to:



Focus and relate their studies to a longer term goal.
Increase their knowledge and understanding of the array of opportunities and careers on offer, thus
widen their possibilities for life after school.
Understand how their current studies and grades relate to university courses.
Career planning involves:
 Thinking about yourself and your ambitions by setting goals and targets.
 Exploring career options and linking with appropriate IB subject selection. Be very careful – don’t
narrow your options by dropping essential subjects, discuss with your counselor the implications of
your choice before you switch to another course.
 Working out what type of career area or job you want to do.
 Finding out how to get into this career area/job by checking entry requirements.
 Applying to study at further/higher education institutions.
At BISP, students record and review their ideas through Naviance/Family Connection. Parents are also able
to log into Family Connection to support their child, by asking their child to simply “add your parent” on
their home page.
Why use Family Connection:
 Research occupations. Find out more about the nature of the jobs that interest you, such as
educational requirements, salary, working conditions, future outlook and career development.
 Compare your skills and interests with the occupations you've selected. The career that matches
your skills, interests, and personality the closest may be the career for you.
 Once you've decided which occupation matches up best with you, then you can begin developing
targets (steps) to reach your career goal.
 Select a university that offers a college degree or training program that best meets your career goal
and financial needs.
In summary – the careers overview and advice for IB option choices at this stage are determined by an
evaluation of:
 The grades you have gained from previous year’s study: IGCSE results.
 The necessity for future career flexibility.
 Your ability – Discuss this with your subject teachers and don’t underestimate the effect of hard
work and committed effort.
 Your interest in and enjoyment of the subject.
 Your meeting(s) with the Career’s Counselor.
If you would like more information or to discuss career and university options, feel free to contact Mr Clark
(bclark@bisphuket.ac.th) or Mr Rowlands (mrowlands@bisphuket.ac.th) by email or by coming by our
offices next to the IB Common Room.
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What is the IB Diploma Programme?
The IB Diploma Programme curriculum encompasses six academic areas surrounding the three core
requirements.
Students undertaking the Diploma Programme will:






study six subjects chosen from the six subject groups
three of the six subjects are studied at higher level (courses representing 240 teaching hours)
the remaining three subjects are studied at standard level (courses representing 150 teaching hours)
complete an extended essay
follow a Theory of Knowledge course (TOK)
participate in Creativity, Action, Service (CAS)
The Bilingual Diploma: a bilingual diploma will be awarded to a successful candidate who fulfils one or
both of the following criteria:
 completion of two languages selected from group 1 with the award of a grade 3 or higher in both
languages
 completion of one of the subjects from group 3 or group 4 in a language that is not the same as the
candidate's nominated group 1 language; the candidate must attain a grade 3 or higher in both the
group 1 language and the subject from group 3 or 4.
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IB OPTIONS FOR YEAR 12/13 STUDENTS AT BISP
OPTION 1:
OPTION 2:
Students officially register with the IB
for one or more IB Diploma
Programme (DP) courses, including the
option to study the IB Core
components. These students will be
referred to as “IB Course Students”
Students accepted into the Diploma
Programme will register with the IB to
undertake six (6) subjects along with
the three (3) compulsory Core
components. These students will be
considered “IB Diploma Programme
Candidates.”
Students take IB DP exams in the
subjects that they officially register in
at the end of the two year programme.
Students take IB exams in six subjects
(three at HL and three at SL),
complete TOK, an EE, and meet all IB
CAS requirements (150 hours).
Students will be required to perform
150 hours of Creativity, Action and
Service (CAS).
Students receive an official IBO
Diploma Programme (DP) Course
Results transcript indicating their
performance in the IB course(s) that
they completed.
Students receive an official IBO
Diploma transcript “The Diploma of
the International Baccalaureate” and
their “Diploma Programme (DP)
Results” indicating their performance
in the IB DP courses that they
completed.
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IB Course Students
Students who want to earn official recognition for the IB classes but who have decided not to, or are not
eligible to, enroll in the full IB Diploma Programme can undertake IB courses as IB Course Students.
Diploma Programme Courses can be taken at either the Higher or Standard Level. IB Course students can
choose to take only Standard Level classes. In regards to the Diploma Programme Core Elements: IB
Courses students will be required to perform 150 hours of Creativity, Action and Service (CAS) at BISP
and may choose to undertake the Extended Essay (EE), and/or the Theory of Knowledge (TOK) course if
they are interested in study within these areas, but they are not compulsory components for IB Course
Students. Like the full-Diploma students, IB Course students can have the official grades earned in their
subjects sent to Universities directly from the IB. The IB DP courses at BISP are taught over a two-year
period and IB DP examinations are undertaken in May in the second year of the programme (Year 13).
IB Diploma Candidates
Students who pursue the full IB Diploma Programme must study six subjects: three at higher level and
three at a standard level. The IB DP courses at BISP are taught over a two-year period and IB examinations
are undertaken in May in the second year of the programme (Year 13). Other required components of the
full IB Diploma Programme include CAS, Theory of Knowledge and the Extended Essay, all of which
must be successfully completed.
IB Diploma Programme Core
1. CAS Requirement – CAS is an acronym for “Creativity, Action and Service.” A total of 150 hours,
ideally divided evenly between the three components, is required for completion of the full IB Diploma
Programme. BISP also expects students to undertake CAS in the first term of Year 13, regardless if the 150
hour requirement has already been met in Year 12. Diploma Programme candidates are required to keep a
CAS journal throughout the programme and to submit a short CAS essay towards the end of their two year
programme.
2. Theory of Knowledge – Theory of Knowledge (TOK) interweaves all the IB subject areas,
distinguishes between how knowledge is acquired in each area, and explores the difference between truth
and belief. The course emphasizes a great deal of critical thinking, personal reflection and stresses the
importance of seeing events from multiple perspectives. TOK does not have a formal IB examination, but
candidates will undertake an oral presentation that will be internally and externally moderated as well as
submitting a final TOK essay that is sent to an external examiner for marking.
3. Extended Essay – The Extended Essay (EE) is a required analytic paper of 4000 words. The EE is
intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides
students with an opportunity to engage in personal research in a topic of their own choice (chosen from the
list of approved Diploma Programme subjects), under the guidance of a supervisor (a teacher in the school).
The final submission of the EE is sent to an external examiner for marking.
~9~
The Structure of the IB Diploma Programme at BISP
Full Diploma Programme candidates must complete the “core” requirements of the Programme: the
Extended Essay, Theory of Knowledge, and CAS. The Extended Essay and Theory of Knowledge are not
compulsory for IB Course students. Diploma candidates must take six subjects chosen from group one to
six. One subject must be selected from each of the groups 1 to 5. The sixth subject can be selected from
Group 6 or from groups 1 to 4. Three of these classes must be chosen at Higher Level (HL) and three at
Standard Level (SL). IB Course students may choose to study all subjects at a Standard Level if they wish.
The diagram below shows the IB subjects that are offered at BISP.
Group 1
Studies in Literature,
Language and Literature
Group 2
Language Acquisition
English B – HL/SL
French B – HL/SL
German B – HL/SL
Mandarin B – HL/SL
Spanish B – HL/SL
Spanish Ab Initio- SL Only
English A – HL/SL
Thai A – HL/SL
Russian A – HL/SL
Literature A Self taught - SL only
DP Core Requirements
Creativity, Action,
Service (CAS)
Group 3
Individuals and
Societies
History – HL/SL
Economics – HL/SL
Geography – HL/SL
Psychology – SL
Business and Management –
HL/SL
ITGS – HL/SL
*Environmental Systems &
Societies – SL Only
Extended Essay (EE)
Group 4
Experimental Sciences
Biology – HL/SL
Chemistry – HL/SL
Physics – HL/SL
Design Technology – HL/SL
*Environmental Systems &
Societies – SL Only
Theory of
Knowledge (TOK)
Group 6
The Arts
Group 5
Mathematics &
Computer Science
Math HL
Math SL
Math Studies – SL
Visual Arts – HL/SL
Theatre – HL/SL
Music – HL/SL
OR
An additional subject from
group 3or 4
IMPORTANT: Some courses may not be opened due to insufficient student enrollment. See subject
Blocks for further choice details.
* Environmental Systems & Societies SL is a trans-disciplinary subject; it may count as a Group 4 Science
or Group 3 Individuals & Societies SL subject.
Whether a student pursues the full IB Diploma Programme or IB Courses, students will usually have a
certain amount of choice about whether they take each subject at Higher Level or Standard Level.
~ 10 ~
Distinctions between Standard Level and Higher Level Subjects
The exact difference in terms of content, standards, and requirements of subject taken at the SL or HL
varies between subjects in the IB DP curriculum. In some subjects, HL and SL vary substantially in degree
of difficulty and material covered. However, for most IB DP subjects, the levels differ primarily in the
amount of material covered rather than degree of difficulty.
Standard Level courses require approximately 150 class hours while Higher Level courses require
approximately 240 class hours. In practice, standard level students have additional in-class study time,
cover fewer units, or have fewer demands in regard to their internal assessment. Students who pursue any
course at Higher Level should do so because they have a particular aptitude or high-level of motivation in
this subject.
In making the final decision about the level of courses, students need to balance carefully their interests
and abilities with their projected university entrance requirements.
Components of an IB DP course:
Internal Assessment (IA) and IB Exams
1) Internal Assessment (20-30% of the Class Grade): The IB DP curriculum requires that students
complete a major “project” in each IB class they take. Such projects are formally called an Internal
Assessment (IA) because they are assessed “internally” by the subject teachers.
Regardless of the type of project, students are asked to apply the knowledge and skills they are learning in
the class to this assignment. To ensure consistency, IA projects are also “moderated”. This means that
while the individual teacher is responsible for grading and assessing the students’ work, the IBO randomly
requests samples of this work to be examined by IB examiners who check to see that teachers are applying
the grading criteria correctly and consistently. The moderation process is an important part of maintaining
consistency, fairness, high standards, and accountability in the IB Diploma Programme. The IA
requirement also serves to lessen the relative impact of the examination at the end of the course. Students
who are not necessarily good test-takers may excel at the IA project, thereby helping to help balance any
unexpectedly low exam results.
2) IB Exams (70 to 80% of the Class Grade): In May of the second year of the IB Diploma Programme,
students will undertake IB DP examinations. IB DP examinations are comprehensive; they are usually
based on two years worth of teaching materials. Therefore, they require a great deal of revision and
preparation by the student. These exams are created by the IBO and sent by courier to each IBO school.
The examinations themselves are “externally assessed” (graded) by trained examiners throughout the
world based upon published grading criteria and mark schemes.
~ 11 ~
Results for IB Diploma Students
The maximum score possible for those students pursuing the full IB Diploma is 45, representing up to 7
points in each of the six required courses (42 points) plus 3 possible bonus points for Theory of Knowledge
and the Extended Essay components. A full Diploma candidate taking six examinations must reach a
total of 24 points, or an average grade of four in each of their subjects. To a certain extent, a high grade in
one subject can balance a poor grade in another (e.g., a 5 in English can offset a 3 in Mathematics).
Be aware that there are several situations that can keep candidates from receiving the diploma. Full
Diploma students will not receive their Diploma if:
 they receive fewer than 24 points
 there is a grade 1 awarded in any subject and level
 there are four or more grades of 3 or below
 they do not complete their CAS requirement, TOK requirements, or Extended Essay.
OTHER EXCEPTIONS WHICH WILL KEEP A CANDIDATE FROM RECEIVING THEIR DIPLOMA
INCLUDE:
Earning 24, 25, 26, or 27 points, but
receiving…
1. a score of “2” in any HL subject.
2. two or more 2 grades in any SL subject.
3. less than 12 total points in their
HL subjects.
4. fewer than 9 total points in their
SL subjects.
5. an “E” in either the Theory of Knowledge
or Extended Essay.
Earning 28 points or more, but receiving …
1.
2.
3.
4.
5.
6.
more than one grade 2 in any HL subject
more than two grade 2s at SL
fewer than 11 total points in their HL
classes.
fewer than 8 points total in their
SL subjects
more than three grades of 3
an “E” on both the Theory of Knowledge
and the Extended Essay
Theory of Knowledge & Extended Essay Bonus Points
Award of Diploma points: the EE contributes to the overall diploma score through the award of points in
conjunction with TOK. A maximum of three bonus points are awarded according to the student’s
combined performance in both the EE and TOK. Both the EE and TOK are measured against published
assessment criteria. According to the quality of the work, and based on the application of these assessment
criteria, a student’s performance in each of the EE and TOK will fall into one of the following five bands:
A
B
C
D
E
=
=
=
=
=
Work of an excellent standard
Work of an good standard
Work of an satisfactory standard
Work of an mediocre standard
Work of an elementary standard
The total number of points awarded is determined by the combination of the performance levels achieved
by the student in both the EE and TOK according to the following matrix.
~ 12 ~
NOTE:




A student who fails to submit the EE and a TOK essay, or who fails to make a presentation, will be
awarded N for TOK, will score no points, and will not be awarded a Diploma.
Failing condition* - if a student attains an ‘E’ grade in either the Extended Essay or Theory of
Knowledge, 28 points overall will be required to be eligible for the Diploma.
A grade ‘A’ in one of the requirements earns an extra point even if the other is a grade ‘E’
Attaining a grade ‘E’ in both the Extended Essay and Theory of Knowledge represents
an automatic failure of the Diploma.
~ 13 ~
Maintaining Eligibility: Diploma Candidates
Participating in the IB Diploma Programme is a privilege, not a right. Maintaining the status of a Diploma
Programme student requires initiative, reflection, responsibility, and motivation – all traits that will help
students to be successful in university and in life. In general, a student’s status will be evaluated on their
performance and behavioural trends rather than isolated events.
IB DP students will need to pace themselves and plan well ahead of deadlines so that they can be met
without cramming at the last minute. Students need to be fully aware of their progress in each class and be
trying to constantly improve upon their last performance. Communication with the teacher is essential in
this regard. Students need to be mature enough to be willing to accept constructive criticism in order to
continue to grow academically during the course of the two year Programme. Students should be able to
work with their teacher and keep the teacher informed about what they do not understand or if they are
facing difficulty. This is especially important in a syllabus that spans two years and where lessons
generally build upon one another cumulatively. Specific expectations must be met to maintain a Diploma
Programme standing at BISP.
Academic Expectations:
1.
Diploma candidates must earn at least 24 points in total, including a minimum of “9” points in total
from their SL classes and at least “12” points in total from their HL classes on each end of term
report.
2. Diploma students must meet major IB DP deadlines set by the teacher or coordinator. Meeting a
deadline means that IB DP assignments should be submitted on-time AND meet all requirements.
Consequences for failing to meet academic expectations:
A Diploma candidate failing to earn at least 24 points in total, including “9” points from their SL classes
and “12” points from their HL classes, for three consecutive reporting periods, may be asked to change to
the IB Course status.
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SUBJECT
INFORMATION
IB DIPLOMA
PROGRAMME
~ 15 ~
Group 1: Studies in Literature and Language & Literature
Language A: Literature: (SL/HL)
English or Thai
Prerequisites :
This course is intended for native or near native speakers of English. Students who achieve Grades C to A* in Year 11 BISP
First Language Courses are well prepared for this course.
Course Description:
Language A: literature develops understanding of the techniques involved in literary criticism and promotes the ability to
form independent literary judgments. It is a flexible course that allows teachers to choose literary works from prescribed
book lists and to construct a course that suits the particular needs and interests of their students. This course suits students
who intend to study literature or related courses at university level.
Course Content:
Part 1
Works in translation
SL A literary study of two works in translation
HL A literary study of three works in translation
Part 2
Detailed study
SL Close study and analysis of two works, each of a different genre
HL Close study and analysis of three works, each of a different genre and one of which is poetry
Part 3
Literary genres
SL Literary study of three works of the same literary genre
HL Literary study of four works of the same literary genre
Part 4
Options
SL Three works are chosen by the school; the approach to the study of works is chosen from four options
HL Three works are chosen by the school; the approach to the study of works is chosen from four options
Assessment :
External assessment SL/HL
Paper 1
Literary analysis
SL 1 hour 30 minutes HL 2 hours
Paper 2
Literary essay
SL 1 hour 30 minutes HL 2 hours
Written assignment
Coursework
SL/HL 1,200–1,500 words
Internal assessment SL/HL
Oral commentary:
SL 10 minutes literary commentary.
HL 10 minutes literary commentary based on poetry, followed by a 10-minute interview on one other work studied
Oral presentation
SL/HL 10–15 minutes: individual presentation
Teachers to speak to: Ms Aslin, Ms Taaffe (ENGLISH), Aj. Suwinai (THAI)
~ 16 ~
Language A: Language and Literature (SL/HL)
English, Thai, Russian
Prerequisites :
This course is intended for native or near native speakers. Students who achieve Grades C to A* in BISP First Language
courses are suitable for this course.
Course Description:
Language A: language and literature course develops skills of textual analysis. A study of the formal structures of a text is
combined with an exploration of the way the use of formal elements and our understanding of their meaning is affected by
reading practices that are culturally defined. The course is flexible. Teachers have the opportunity to construct it to reflect
the interests and concerns relevant to their students. This course also looks more openly at the method of inquiry embodied
in critical literacy and is directed towards understanding the constructed nature of meanings generated by language and the
web of relationships they share with the social world. In addition, Language A: language and literature allows the
exploration of a wide variety of non-literary texts.
Course Content:
Part 1
Language in cultural context
Texts are chosen from a variety of sources, genres and media
Part 2
Language and mass communication
Texts are chosen from a variety of sources, genres and media
Part 3
Literature—texts and contexts
SL Two literary works, one of which is a work in translation
HL Three literary works, one of which is a work in translation
Part 4
Literature—critical study
SL Two literary works
HL Three literary works
Assessment :
External assessment SL/HL
Paper 1
Textual analysis
SL 1 hour 30 minutes: analysis of one of two unseen texts
HL 2 hours: comparative analysis of two unseen texts
Paper 2
Literary essay
SL 1 hour 30 minutes
HL 2 hours
Written assignment
Coursework
SL One creative response, 800–1,000 words
HL Two coursework tasks: one creative response and one critical response, each 800–1,000 words
Internal assessment SL/HL
Oral commentary
SL/HL 15 minutes: literary commentary
Further oral
SL/HL Group or class oral; individually assessed
Teachers to speak to: Ms Aslin, Ms Taaffe, Ms Mooney, Mr Mark (ENGLISH), Ms Sokolova or Ms Tielitz (RUSSIAN),
Aj. Suwinai (THAI)
~ 17 ~
Language A: Literature (SL only)
Self Taught Languages
Prerequisites:
This course is intended for native or near native students of languages that are not taught at BISP. Students should be capable
and self-motivated.
Course Description:
Language A: literature develops understanding of the techniques involved in literary criticism and promotes the ability to
form independent literary judgments.
It is a flexible course that allows students to choose literary works from a prescribed book list and to construct a course that
suits their particular needs and interests.
Course Content:
Part 1
Works in translation
SL A literary study of two works in translation
Part 2
Detailed study
SL Close study and analysis of two works, each of a different genre
Part 3
Literary genres
SL Literary study of three works of the same literary genre
Part 4
Options
SL Three works are chosen for Option 1
Assessment :
External assessment SL
Paper 1
Literary analysis
SL 1 hour 30 minutes
Paper 2
Literary essay
SL 1 hour 30 minutes
Written assignment
Coursework
SL/HL 1,200–1,500 words
Oral assessment
Oral commentary:
SL 10 minutes literary commentary.
Oral presentation
SL 10–15 minutes: individual presentation
Teachers to speak to: Ms Stoecklin or Ms Christensen
~ 18 ~
Group 2: Language Acquisition
Group 2: Spanish Ab initio SL subject only
The language Ab Initio course is designed for students with little or no prior experience of Spanish.
The aims of group 2 are to:
1. Develop students’ intercultural understanding
2. Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes
3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of the different
perspectives of people from other cultures
4. Develop students’ awareness of the role of language in relation to other areas of knowledge
5. Develop students’ awareness of the relationship between the languages and cultures with which they are familiar
6. Provide students with a basis for further study, work and leisure through the use of an additional language
7. Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional
language.
Content:
It is organized around three themes and a series of 20 topics
 Individual and society (Personal details, appearance and character-Daily routines-Education-Food and drinkPhysical health-Relationships-Shopping)
 Leisure and work (Employment-Entertainment-Holidays-Media-Transport-Technology-Sport )
 Urban and rural environment (Environmental concerns-Global issues-Neighborhood-Physical Geography-Town
and Services-Weather)
Assessment:
External assessment 75%
Paper 1 (1 hour 30 minutes): Receptive skills. 30%
Understanding of four written texts (40 marks)
Text-handling exercises.
Paper 2 (1 hour): Productive skills. 25%
Two compulsory writing exercises. (25 marks)
Section A (7 marks): One question to be answered from a choice of two.
Section B (18 marks): One question to be answered from a choice of three.
Written assignment: Receptive and productive skills 20%
A piece of writing, 200–350 words, in the target language. (20 marks)
Internal assessment 25%
Individual oral (25 marks)
Three-part oral internally assessed by the teacher and externally moderated by the IB towards the end of the course.
• Part 1: Presentation of a visual stimulus (from a choice of two) by the student
• Part 2: Follow-up questions on the visual stimulus
• Part 3: General conversation including at least two questions on the written assignment
Teachers to speak to: Mr Gwyn Godfrey or Mr Chris Greene
~ 19 ~
Group 2: French-Spanish-Mandarin-German-English B HL/SL
Language B, SL and HL are language acquisition courses for students with some background in the target language.
Standard and Higher levels are differentiated by the recommended teaching hours, the depth of syllabus coverage, the study
of Literature at HL, the level of difficulty and the demands of assessment and the assessment criteria.
Students who choose Language B, will usually have completed an IGCSE/GCSE in the language. For SL the student
should have attained a C Grade or higher, and for HL a B Grade or higher is desirable.
These courses are not suitable for those students who are native or ‘near native’ speakers of the chosen language (who
would study Language A). If in any doubt as to their eligibility, students and parents should speak to Mr Godfrey
and/or the relevant subject teacher as soon as possible.
The aims of group 2 are to:
1. Develop students’ intercultural understanding
2. Enable students to understand and use the language they have studied in a range of contexts and for a variety of
purposes
3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of the different
perspectives of people from other cultures
4. Develop students’ awareness of the role of language in relation to other areas of knowledge
5. Develop students’ awareness of the relationship between the languages and cultures with which they are familiar
6. Provide students with a basis for further study, work and leisure through the use of an additional language
7. Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional
language.
Content:
The core, which is common to both SL and HL, consists of three topics (Social relationships, Communication and Media,
Global issues) and is a required area of study. In addition, teachers select two options from a choice of five (Health,
Customs and Traditions, Leisure, Cultural diversity, Science and Technology).
At HL, two works of literature are studied.
Assessment:
External assessment 70%
Paper 1 (1 hour 30 minutes): Receptive skills 25%
Text-handling exercises on four (five HL) written texts, based on the core.
Paper 2 (1 hour 30 minutes): Written productive skills 25%
One writing exercise of 250–400 words from a choice of five, based on the options.
HL: As SL, with an additional response of 150-250 words to a stimulus text, based on the core.
Written assignment: Receptive and written productive skills 20%
Inter textual reading followed by a written exercise of 300–400 words plus a 150-200 word rationale, based on the core.
HL: creative writing of 500-600 words plus a 150-200 word rationale, based on one of the literary texts read.
Internal assessment 30%
Internally assessed by the teacher and externally moderated by the IB.
Individual oral: 20%
Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the
teacher.
Interactive oral activity 10%
Based on the core: Three classroom activities assessed by the teacher.
Teachers to speak to:
Ms Barbara Stoecklin, Mr Gwyn Godfrey for French
Mr Gwyn Godfrey, Mr Chris Greene for Spanish
Ms Xiangyun Meng for Mandarin
Ms Julia Tielitz for German
Ms Aslin, Ms Eva Mooney and Mr Robert Mark for English
~ 20 ~
Group 3 Individuals and Societies
Group 3: Economics HL/SL
Prerequisites: The economics course requires no specific prior learning. No particular background knowledge in terms of
specific subjects studied for national or international qualifications is expected or required. The specific skills of the
economics course are developed within the context of the course itself. The ability to understand and explain abstract
concepts and the ability to write in a logically structured manner are distinct advantages in this subject.
Course Description:
Economics is a dynamic social science, the study of which is essentially about dealing with scarcity, resource allocation and
the methods and processes by which choices are made in the satisfaction of human wants. As a social science, Economics
uses scientific methodologies that include quantitative and qualitative elements.
Economic theories are not to be studied in a vacuum; rather, they are to be applied to real-world issues. Prominent among
these issues are fluctuations in economic activity, international trade, economic development and environmental
sustainability, which will be covered mostly in Sections 3 and 4 of the course.
The ethical dimensions involved in the application of economic theories and policies permeate throughout the Economics
course, as students are required to consider and reflect on human needs, goals and values. The 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 Content:
Section 1: Microeconomics (studies economic variables affecting individuals, firms and markets)
Section 2: Macroeconomics (studies economic variables affecting countries, governments and societies)
Section 3: International Economics
Section 4: Development Economics
All of these are studied by both SL and HL students, though the Higher Level option will study these in greater depth and
incorporates the application of mathematical concepts in the social sciences.
Assessment Outline for both HL and SL:
External Assessment SL: 80%
Two written papers:
 Paper 1 (40%): answer two out of four extended-response questions principally focusing on Sections 1 and 2 of the
course.
 Paper 2 (40%): answer two out of four extended data response questions principally focusing on Sections 3 and 4 of the
course.
External Assessment HL: 80%
Three written papers:
 Paper 1 (30%): answer two out of four extended-response questions principally focusing on Sections 1 and 2 of the
course.
 Paper 2 (30%): answer two out of four extended data response questions principally focusing on Sections 3 and 4 of the
course.
 Paper 3 (20%): answer two out of three questions. The focus of the questions is on the syllabus content from sections 1
to 4, including the HL extension material and topics studied at HL only.
Internal Assessment (20%):
Both SL and HL economics students produce a portfolio of three commentaries based on articles from published news
media. Each article must be based on a different section of the syllabus (microeconomics, macroeconomics, international
economics and development economics).
Teacher to speak to: Dr Hilbig
~ 21 ~
Group 3: Business and Management HL/SL
Prerequisites: No previous knowledge of Business and Management is presumed and therefore there are no special
course requirements.
Course Description:
The course examines business-decision making processes in marketing, production, human resource management and
finance and how these decisions have an impact and are affected by internal and external environments. It studies the way
individuals and groups interact in an organization and how resources are transformed within an international perspective.
Course Content:
The aims of this course focus on the development of critical, analytical thinking in the context of a dynamic business
environment.
HL and SL core
Topic 1: Business organization and environment
Topic 2: Human resources
Topic 3: Accounts and finance
Topic 4: Marketing
Topic 5: Operations management
HL only
Topic 6: Business strategy
The business strategy topic is intended to provide a framework and overview for the students to think in an integrated way
about the future strategy of a business or businesses. These skills are particularly relevant when examining the case study
and when researching for, and writing, the internal assessment components. The purpose of the business strategy topic is
not to add extra content to the Business and Management course, but to collect together business ideas, concepts and
techniques, which will develop the skills that allow an informed decision to be made about the future direction of an
organization. The type of thinking encouraged by this approach will provide a bridge between the Diploma Programme
Business and Management course and higher education or employment.
Assessment Outline for both HL and SL:
HL Assessment
External assessment 75 %
Two written papers:
 Paper 1(40%): Based on a 2000 word case study issued in advance.
 Paper 2 (35%): Structured questions based on stimulus material quantitative & qualitative elements.
Internal assessment 25 %
 Research Project: Report that addresses an issue facing an organization or analyses a decision to be made by
an organization. (Maximum 2,000 words)
SL Assessment
External assessment 75 %
Two written papers:
 Paper 1(35%): Based on a 2000 word case study issued in advance.
 Paper 2 (40%): Structured questions based on stimulus material quantitative & qualitative elements.
Internal assessment 25 %
 Written commentary: Written commentary based on three to five supporting documents about a real issue or
problem facing a particular organization. (Maximum 1,500 words)
Teacher to speak to: Mr Pearson
~ 22 ~
Group 3: Geography HL/SL
Prerequisites: It is the recommendation that only students who have successfully completed the IGCSE course study IB
Geography at Higher level. However, many students who have not done IGCSE Geography cope well studying the IB
course at Standard level.
Course Description: Geography acts as a bridge between the social and natural sciences. Geography provides a
framework for students to understand their place in, and their impact on, an increasingly complex and changing world.
Geography in the IB DP Programme challenges students to look at the world around them and consider their place in it.
Students are introduced to both the physical and human aspects of geographical study through the use of global and local
case studies. Fieldwork and local visits are an essential part of the course and will involve a residential field course in Year
12. The cost of this trip will be approximately 10,000 baht.
Throughout the course, students are encouraged to examine and challenge geographical concepts. Students will show their
understanding through a variety of tasks including essays, presentations, debates and responses to practice examination
questions.
Course Content: The course is divided into Themes. SL students must do the compulsory Core Themes and then two
Optional Themes. HL students take the Compulsory Core Themes, three Optional Themes and then a Higher Level
Extension Paper. Both HL and SL also undertake a fieldwork report of 2,500 words.
 Compulsory Core Themes: Population in Transition, Disparities in Wealth and Development, Patterns in
Environmental Quality and Sustainability, Patterns in Resource Consumption.
 Optional Themes for SL: Freshwater – Issues and Conflicts; The Geography of Food and Health.
 Optional Themes for HL: Freshwater – Issues and Conflicts; The Geography of Food and Health; Leisure, Sport
and Tourism.
 Higher Level Extension Paper – 7 compulsory topics: Measuring Global Interactions; Changing Space – the
shrinking world; Economic interactions and flows; Environmental Change; Sociocultural Exchanges; Political
Outcomes; and Global Interactions at the local level.
Assessment:
%
External
assessment
Internal
assessment
75
25
%
External
assessment
Internal
assessment
80
20
Standard Level
Two written papers:
Paper 1 (40%):
Section A: Students answer all short-answer questions. Some include data. (45 marks)
Section B: Students answer one extended response question (15 marks)
Paper 2 (35%): Students answer two structured questions based on stimulus material, each
selected from a different Optional theme.
Fieldwork leading to one written report of 2500 words. The fieldwork should be
hypothesis-based and related to a theme in the syllabus.
Higher Level
Three written papers:
Paper 1 (25%):
Section A: Students answer all short-answer questions. Some include data. (45 marks)
Section B: Students answer one extended response question (15 marks)
Paper 2 (35%): Students answer three structured questions based on stimulus material,
each selected from a different Optional theme.
Paper 3 (20%)
Higher Level Extension – students answer one of three essay questions.
Fieldwork leading to one written report of 2500 words. The fieldwork should be
hypothesis-based and related to a theme in the syllabus.
Teachers to speak to: Mr Brown
~ 23 ~
Group 3: History HL/SL
Prerequisites: Previous studies of history will provide a useful foundation for this course but there is no set requirement
to have completed any particular programme of study.
Course Description:
History in the IB DP Programme offers a unique international perspective to turning points of the 20th century. History
helps students to understand the political and economic forces that have shaped the world as we know it and provides an
‘inside look’ into the decision making of world leaders. Through the study of historical sources and visits to historical sites
students can ‘relive’ the past and become more aware of the forces that have shaped their own identity and understanding.
History is much more than learning about the past; it helps to develop critical thinking, debating and public speaking skills
that are useful for careers in Journalism, Politics, International Relations and Law. In this way studying History is really
about building your future.
Course Content:
The course comprises six units. HL students study all six units and SL students three units. We currently offer:  Peacemaking, peacekeeping – international relations 1918 – 36 (HL and SL)
 Origins and development of single party states (HL and SL)
 The Cold War (HL and SL)
 History of the Americas: The Great Depression and the Americas 1929 - 39 (HL)
 History of the Americas: The Cold War (HL)
 History of the Americas Into the 21st century 1980 – 2000 (HL)
Assessment Outline for both HL and SL:
HL Assessment
1. External assessment 80 %
Three written papers:
 Paper 1(20%): a document-based paper set on prescribed subjects drawn from the 20th century world history
topics.
 Paper 2 (25%): an essay-based paper on the 20th century world history topics.
 Paper 3 (35%): essay paper based on the regional options; answer three out of 25 questions.
2. Internal assessment 20 %
 Historical investigation (coursework)
SL Assessment
1. External assessment 75 %
Three written papers:
 Paper 1(30%): a document-based paper set on prescribed subjects drawn from the 20th century world history
topics.
 Paper 2 (45%): an essay-based paper on the 20th century world history topics.
2. Internal assessment 25 %
 Historical investigation (coursework)
Teachers to speak to: Mr Makivirta, Mr Jackson or Ms O’Neill
~ 24 ~
Group 3: Psychology SL
Prerequisites:
No prior study of Psychology is required. However, an interest in human behavior and an appetite for thought provoking psychological
information is important. A good Psychology student is a critical thinker who is willing to ask questions, evaluates evidence, question
assumptions, and tolerate a degree of uncertainty. Psychology is also a subject that uses its terminology in a specific manner and you
will be expected to show this in your essays. English language proficiency is recommended.
Course Description:
Psychology is defined as ‘the scientific study of behavior and mental processes’. One of the goals of the IB Psychology course is to
provide students with an opportunity to acquire a better understanding of how the human mind works and how this affects behavior.
Therefore Psychology has an important role to play in understanding modern society, other people and oneself. Psychology is also a
subject that examines cultural differences which is particularly important in an international programme. Content of the course includes
a study of psychologists and their theories as well as the most recent research findings across the various fields of the discipline.
Students will also explore experimental design, methodology and ethics. They will learn to design a simple experimental study as well
as to interpret their findings.
Course Content:
The IB Psychology syllabus contains four main parts. The first part is concerned with the core levels of analysis, the second part with
the options, the third part with research methodology and finally all students have to carry out an experimental study.
The course examines three core levels of analysis: biological, cognitive and sociocultural influences, thereby adopting an integrative
approach to studying human behaviour. Topics such as memory, language and dysfunctional behavior will be explored within the
context of the levels of analysis.
The options include abnormal psychology, developmental psychology, health psychology, psychology of human relationships and sport
psychology.
Students are required to design and report on an experimental research investigation. A primary emphasis of the course is utilizing
appropriate research to support points made in essays and class discussions.
Assessment Component for Standard Level
1. External assessment (3 hours)
Paper 1 (2 hours)
Section A: Three compulsory questions on part 1 of the syllabus.
Section B: Three questions on part 1 of the syllabus. Students choose one question to answer in essay form (46
marks).
Paper 2 (1 hour)
Fifteen questions on part 2 of the syllabus. Students choose one question to answer in essay form (22 marks).
2. Internal assessment
A report of a simple experimental study conducted by the student
Teachers to speak to: Mr Makivirta or Ms Gallagher
Weighting
75%
50%
25%
25%
~ 25 ~
Group 3: Information Technology in a Global Society (ITGS) HL/SL
Prerequisites :
There are no specific course entry requirements. It is, however, recommended that students who are confident and
enthusiastic writers should consider studying IB ITGS at Higher level. Both HL and SL candidates should be interested in
current technological developments and applications.
Course Description:
How can bands make money in the file-sharing era? Are computers shrinking or growing? Will Mandarin replace English
to become the Internet lingua franca by 2020? With one CCTV camera per five citizens, is UK fast becoming an Orwellian
state? Who should be responsible for the growing mountains of e-waste? Can you lie with pixels? Will goal line technology
take the drama out of football? Should teachers and students be friends on Facebook?
The ITGS course is the study and evaluation of the impact of Information Technology (IT) systems on individuals and
society. It explores the advantages and disadvantages of the use of digitized information at the local and global level.
Course Content:
ITGS topics are studied holistically from three perspectives. Firstly you will be required to understand the underlying
technology, and this could include learning practical software skills as well as abstract theory concepts. A topic could be
looked at from social or ethical issues such as privacy, security, copyright and reliability. Lastly, the starting point of a unit
could be an area of impact. For example, the use of and effect of information technology on health and medicine. Topics
here include robotic surgery, insulin nanorobots, patient records, medical information and advice on the Internet, game
addiction, e-waste, safe use of IT equipment, and more.
Assessment:
%
External
assessment
Internal
assessment
External
assessment
Internal
assessment
80
Higher Level
Three written papers:
 Paper 1 (35%): Four structured questions.
 Paper 2 (20%): Four questions based on an unseen news article
 Paper 3 (25%): Four questions based on a case study already covered in lessons.
20
One Project:
 An IT solution to a problem set in a social context.
%
Standard Level
Two written papers:
 Paper 1 (40%): Three structured questions.
 Paper 2 (30%): Four questions based on an unseen news article
70
30
One Project:
 An IT solution to a problem set in a social context.
Teachers to speak to: Mr Clark or Mr Hobbs
~ 26 ~
Group 3 or 4 subject
Environmental Systems and Societies SL only
This subject is trans-disciplinary; it may be selected as a Group 3 or a Group 4 subject.
Prerequisites: Students will be able to study this course successfully with no specific previous knowledge of science or
geography. However, as the course aims to foster an international perspective, awareness of local and global environmental
concerns and an understanding of the scientific method, and interest in these areas is essential.
Course Description: The Environmental Systems and Societies course places great emphasis on human attitudes to the
environment and on an understanding of the interrelationship between the environment and human societies. As a result
students are able to adopt an informed personal response to a wide range of environmental issues. It also places great
emphasis on the concepts of sustainability, involving the scientific, ethical and socio-political aspects of issues. However,
the course itself is firmly rooted in the local environment and is viewed through an understanding of the scientific method
and inquiry. It is therefore expected that the students will participate in a residential fieldtrip toward the end of Year 12.
This week long residential will cost approximately 10,000 baht; the location of the trip for 2015 has yet to be determined.
Course Content: The course is divided into compulsory Topics:
Topic 1: Systems and Models
Topic 2: The Ecosystem
Topic 3: Human Populations, Carrying Capacity and Resource Use
Topic 4: Conservation and Biodiversity
Topic 5: Pollution Management
Topic 6: The Issue of Global Warming
Topic 7: Environmental Value Systems
In addition students must complete a Practical Scheme of Work (PSOW) which is a minimum of 30 hours. Selected
practical activities from the PSOW will be chosen to write up as investigations, which formulate Internal Assessment.
Students will be assessed on a maximum of 6 of these investigations, which are then submitted as Internal Assessment
assignments.
Assessment:
%
External
assessment 80
Internal
20
assessment
Standard Level
Two written papers:
 Paper 1 (30%): short-answer and data response questions.
 Paper 2 (50%): data-response questions based on a case study and two structured essay
questions.
 Fieldwork/practical work: hands-on work in the laboratory and/or out in the field.
Teachers to speak to: Ms Newton
~ 27 ~
Group 4 Experimental Sciences
Group 4: Biology HL/SL
Prerequisites :
It is recommended that only students who have gained a C – A* in IGCSE Biology (or equivalent), or grade B or above at
Coordinated Science, study Biology at Higher level. Many students who have not done IGCSE Biology or Coordinated
Science cope well studying the IB Biology at Standard level. However, their approach to study, characterised by the
specific IB learner profile attributes—inquirers, thinkers and communicators—will be a significant factor in their success.
Course Description:
 How do large molecules such as glucose travel through cell membranes?
 Why does a mammalian heart continue to beat when removed from the body?
 How exactly is light energy used to convert CO2 and H2O to sugar?
 How does DNA actually provide the ‘genetic code’?
These are just some questions which IGCSE leaves unanswered. Fortunately, IB Biology at either Higher or Standard
level, will help to answer these questions and countless others that you might have asked yourself during IGCSE Biology.
Biology literally means "the study of life". Biology is such a broad field, covering the minute workings of chemical nanomachines inside our cells, to broad scale concepts such as ecosystems and global climate change. Biologists study the
intimate details of the human brain, the composition of our genes, and the functioning of our major body systems.
In Biology you will study not only the science of living organisms but also develop a broad understanding of the
overarching principles of the subject. These principles are found in the four basic concepts that run through the course.
The first concept is concerned with how the structures present in living organisms are intimately integrated to their
function. The second is the concept of evolution which is viewed as the major driving force behind diversity. The third
concept explains that a dynamic equilibrium is essential for the continuity of life at both ends of the biological scale, from
the smallest bacterium to the ecosystems in which we live. The last concept focuses on the idea that whilst many
molecules, processes and structures are common to many organisms, these organisms are nevertheless of such a mindblowing diversity as to make their direct comparison almost impossible to begin.
GROUP 4 science project:
All experimental science students must complete a Group 4 project that is scheduled at the end of year 12, after the end of
year examinations. Previously, this has been combined with a field trip to Khao Sok and the cost of this trip will be
approximately 10,000 baht. However, the location for the trip in 2015 has yet to be confirmed.
Course Content: A variety of topics building on those studied at IGCSE are studied at Standard and Higher Level. Units
studied include: Cells, Biological Molecules, Genetics, Human Health and Physiology, Ecology and Evolution,
Respiration and Photosynthesis, Plant Science and Nucleic Acids. Options (of which 2 must be taken) include Diet and
Human Nutrition, Physiology of Exercise, Evolution, Cells and Energy, Ecology and Conservation, Microbes and
Neurobiology.
~ 28 ~
Assessment:
%
External
assessmen
t
Internal
assessmen
t
76
24
%
External
assessmen
t
Internal
assessmen
t
76
24
Higher Level
Three written papers:
 Paper 1 (20%): multiple choice questions
 Paper 2 (36%): data-based and extended-response questions
 Paper 3 (20%): short-answer questions in each of the two options studied
Practical investigations (60 hours) which are assessed using 5 assessment criteria:
 Design
 Data collection and processing
 Conclusion and evaluation
 Manipulative skills
 Personal skills
Standard level
Three written papers:
 Paper 1 (20%): multiple choice questions
 Paper 2 (32%): data-based and extended-response questions
 Paper 3 (24%): short-answer questions in each of the two options studied
Practical investigations (40 hours) which are assessed using 5 assessment criteria:
 Design
 Data collection and processing
 Conclusion and evaluation
 Manipulative skills
 Personal skills
Teachers to speak to: Ms Carson, Mr Richardson or Ms Christensen
~ 29 ~
Group 4: Chemistry HL/SL
Prerequisites:
It is recommended that only students who have gained a C – A* in IGCSE Chemistry (or equivalent), or grade B or above
at Coordinated Science, study Chemistry at Higher level. Many students who have not done IGCSE Chemistry or
Coordinated Science cope well studying the IB Chemistry at Standard level. However, their approach to study,
characterised by the specific IB learner profile attributes—inquirers, thinkers and communicators—will be a significant
factor in their success.
Course Description:
In Chemistry students will, through academic study and investigational skills, study materials, their properties and the
conversion of these materials through a variety of reactions. Chemistry is considered the central science as chemistry
principles are the fundamentals in understanding both the physical environment in which we live and all biological
systems. Although Chemistry is a subject worthy of its own study, it is often a prerequisite for many other science
courses in higher education; it is essential for those who wish to study medicine, pharmacy, biochemistry, molecular
biology etc.
GROUP 4 science project:
All experimental science students must complete a Group 4 project that is scheduled at the end of year 12, after the end of
year examinations. Previously, this has been combined with a field trip to Khao Sok and the cost of this trip will be
approximately 10,000 baht. However, the location for the trip in 2015 has yet to be confirmed.
Course Content:
Core and Additional Higher Level: a variety of themes are covered, including atomic theory, bonding and structure, the
periodic table, acid and bases and oxidation-reduction behaviour, energetics, equilibrium, kinetics and organic chemistry.
Options include human biochemistry, environmental chemistry, fuels and energy, modern analytical chemistry, food
chemistry and further organic chemistry.
Assessment :
%
External
assessment
Internal
assessment
76
24
%
External
assessment
Internal
assessment
76
24
Higher Level
Three written papers:
 Paper 1 (20%): multiple choice questions
 Paper 2 (36%): data-based and extended-response questions
 Paper 3 (20%): short-answer questions in each of the two options studied
Practical investigations (60 hours) which are assessed using 5 assessment criteria:
 Design
 Data collection and processing
 Conclusion and evaluation
 Manipulative skills
 Personal skills
Standard level
Three written papers:
 Paper 1 (20%): multiple choice questions
 Paper 2 (32%): data-based and extended-response questions
 Paper 3 (24%): short-answer questions in each of the two options studied
Practical investigations (40 hours) which are assessed using 5 assessment criteria:
 Design
 Data collection and processing
 Conclusion and evaluation
 Manipulative skills
 Personal skills
Teachers to speak to: Mr Naughton or Mr Wheatley
~ 30 ~
Group 4: Physics HL/SL
Prerequisites :
It is recommended that only students who have gained a C – A* in IGCSE Physics (or equivalent), or grade B or above at
Coordinated Science, study Physics at Higher level and students wishing to study Physics at a Higher level must also have
achieved a good standard in extended Mathematics at IGCSE. Many students who have not done IGCSE Physics or Coordinated
Science cope well studying the IB Physics at Standard level. However, their approach to study, characterised by the specific IB
learner profile attributes—inquirers, thinkers and communicators—will be a significant factor in their success.
Course Description:
Physics is a subject of enormous breadth. In Physics, students will seek explanations to the universe itself. A study that will take
you from the very smallest particles to the vast distances between galaxies. It gives basic explanations of how stars evolve, the
planets move and also the wave-particle dual nature of subatomic particles. Physics enables us to alter our surroundings – to build
bridges, launch satellites and make delicate instruments for microsurgery. It has given us the internet and advances in sports
equipment and medical imaging. It may also provide the answers to the big issues facing the world in the 21st century, such as the
shortage of world energy resources and climate change.
Human history can be shown through the new discoveries and development of ideas in Physics; from Aristotle, Galileo and
Newton to Rutherford and Einstein. At the time, some of these ideas seemed extraordinary but soon became accepted. For
example, Newton’s law of universal gravitation describes and predicts the motion of heavenly bodies, but was developed further
by Einstein’s theory of relativity.
Physics can be described as having two aspects. First, it is a body of information containing the rules that govern the universe we
live in and help us appreciate our surroundings. Secondly, Physics provides the tools for many human activities - those of
engineers, astronomers, software designers and medical researchers – that allow us to alter and construct the material world to
suit our needs and to pursue our wish to discover the unknown.
GROUP 4 science project:
All science students must complete a Group 4 science project that is scheduled at the end of year 12, after the end of year
examinations. Previously, this has been combined with a field trip to Khao Sok and the cost of this trip will be approximately
10,000 baht. However, the location for the trip in 2015 has yet to be confirmed.
Course Content: Physics deals with the nature and structure of matter and tries to provide order in the universe around us. The
IB Physics course is divided up into the following areas: measurement, mechanics, thermal physics, waves, electromagnetism,
gravitational and electrostatic fields, energy resources and climate change, atomic physics and radioactivity, quantum and nuclear
physics. Options topics include: astrophysics, communications, electromagnetic waves, relativity, medical physics and particle
physics.
Assessment:
% Higher Level
External
Three written papers:
assessment
76  Paper 1 (20%): multiple choice questions
 Paper 2 (36%): data-based and extended-response questions
 Paper 3 (20%): short-answer questions in each of the two options studied
Internal
24 Practical investigations (60 hours) which are assessed using 5 assessment criteria:
assessment
 Design
 Data collection and processing
 Conclusion and evaluation
 Manipulative skills
 Personal skills
%
External
assessment
Internal
assessment
76
24
Standard level
Three written papers:
 Paper 1 (20%): multiple choice questions
 Paper 2 (32%): data-based and extended-response questions
 Paper 3 (24%): short-answer questions in each of the two options studied
Practical investigations (40 hours) which are assessed using 5 assessment criteria:
 Design
 Data collection and processing
 Conclusion and evaluation
 Manipulative skills
 Personal skills
Teachers to speak to: Mr Seve
~ 31 ~
Group 4: Design Technology HL/SL
Prerequisites:
Grade C – A* at IGCSE (or equivalent) in Design Technology for HL study. Students who have not studied Design
Technology before could study at SL but may find it very challenging.
Course Description:
Diploma Program Design Technology aims to develop internationally minded people whose enhanced understanding of the
technological world can facilitate our shared guardianship of the planet and create a better world. To design with technology
is to use human ingenuity in selected activities in order to meet needs and find solutions. This can be achieved through
existing or new technologies. Design consists of gathering information about the problem or opportunity, processing that
information, and planning for some kind of intervention either by modifying what is already there or by introducing
something new. The designer is interested not just in the material environment but also in the social, technological,
economic, environmental, political, legislative and ethical considerations that affect people’s priorities.
GROUP 4 science project:
All experimental science students must complete a Group 4 project that is scheduled at the end of year 12, after the end of
year examinations. Previously, this has been combined with a field trip to Chiang Rai or Khao Sok, and is used to assess
student ‘Personal Skills’ through group studies, team work and community service. The cost of this trip will be
approximately 10,000 baht.
Course Content: This course combines technological theory with a significant amount of design-based practical work
(36% of the course). Theoretical topics include the study of materials, production processes, control systems, energy sources,
the role of the designer and the impact of technology upon the environment.
The Higher Level course includes a wider range of theoretical topics. All topics are covered with a view to recognising the
impact of technology on the world today. Students’ coursework will include a “major design project” where an area of
particular interest to the individual can be studied in some depth.
Assessment:
Higher Level
Standard Level
%
%
External
assessment
64
Internal
assessment
36
Details
Details
Three written papers:
64
 Paper 1 (20%): multiple
choice questions on core and
HL topics
 Paper 2 (24%): data-based and
extended-response questions
on core and HL topics
 Paper 3 (20%): short-answer
questions in the option studied
Three written papers:
 Paper 1 (20%): multiple choice questions on
core topics
 Paper 2 (24%): data-based and extendedresponse questions on core topics
 Paper 3 (20%): short-answer and extended
response questions in the option studied



40 hours: Investigations and
36
Group 4 project (18%)
41 hours: design project
(student choice)
Teachers to speak to: Mr Craigen or Mr Fuller

27 hours: Investigations and Group 4 project
(18%)
28 hours: design project (student choice)
~ 32 ~
Group 5 Mathematics
Group 5: Mathematical Studies Standard Level
Prerequisites: This course is accessible to students with almost any mathematical background. Students with a grade
C at IGCSE (or equivalent) should be able to aim for high grades in this course.
Course Description: It caters for students with varied backgrounds and abilities. More specifically, it is designed to
build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for
mathematics in their future studies. Students taking this course need to be already equipped with fundamental skills and
a rudimentary knowledge of basic processes.
Course Content: The 150 hours Mathematical Studies Standard Level course is divided into 7 topics (125 hours) :
Number and Algebra, Descriptive Statistics, Sets, Logic and Probability, Statistical Applications, Geometry and
Trigonometry, Mathematical models and Introduction to differential calculus. 25 hours are devoted to the internal
assessment where students are required to produce a project
Assessment Outline:
Paper 1: 1 hour 30 minutes 40% - Short response questions
Paper 2: 1 hour 30 minutes 40% - Structured response questions
Project 20%
Teachers to speak to: Mr Parkes, Ms Ingram or Ms Clark
~ 33 ~
Group 5: Mathematics Standard Level
Prerequisites: Students who have studied IGCSE should have or be expecting to get at least a grade B and
be reasonably confident with Algebra (solving equations, rearranging formulae), Numbers (Fractions and
Decimals) and Trigonometry (Sin, Cos and Tan). Students who have studied Core level IGCSE will not have
the required mathematical background for this course and hence, should opt for Mathematical Studies.
Whatever course a student has studied previously in Mathematics they should have obtained high grades and
shown interest in the subject.
All students are expected to prepare the presumed knowledge section of the syllabus prior to the start
of the course and to successfully complete the presumed knowledge test.
Course Description: The course focuses on introducing important mathematical concepts through the
development of mathematical techniques. The intention is to introduce students to these concepts in a
comprehensible and coherent way, rather than insisting on mathematical rigor. Students should, wherever
possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an
appropriate context.
Course Content: The 150 hour Standard Level Course is divided into two sections. The core section (140
hours) consists of 6 topics: Algebra, Functions and Equations, Circular functions and Trigonometry, Vectors,
Statistics and Probability, and Calculus. The second component of the course is the portfolio (10 hours); at
the end of the course students submit a project based of an individual exploration of an area of mathematics.
Assessment Outline:
Paper 1 (NO Calculator) 1 hour 30 minutes, 40%
Paper 2 (Calculator) 1 hour 30 minutes, 40%
Portfolio 20%
Paper 1 and 2 both consist of short answer and longer questions from the topics on the syllabus. The only
difference between the papers is that no calculators are permitted for paper 1.
Teachers to speak to: Mr Johnson, Ms Ingram, Mr Parkes or Ms Clark
~ 34 ~
Group 5: Mathematics Higher level
Prerequisites: Students who have studied IGCSE should have or be expecting to obtain a grade A (or A*) and be
confident in Algebra. The key aspect is that students need to be comfortable and confident working with algebra
(solving linear and quadratic equations, rearranging formulae), numbers (fractions, and decimals) and have a good level
of mathematical knowledge.
All students are expected to prepare the presumed knowledge section of the syllabus prior to the start of the
course and to successfully complete the presumed knowledge test.
Course Description: “This course is a demanding one, requiring students to study a broad range of mathematical
topics through a number of different approaches and to varying degrees of depth. This course deals with abstract
mathematics and students need a good insight in mathematical concepts. Students wishing to study mathematics in a
less rigorous environment should therefore opt for one of the standard level courses, mathematics SL or mathematical
studies SL.” From the IB syllabus document.
Course Content: The 240 hour Higher Level Course is divided into three sections. The core section (190 hours)
consists of 6 topics: Algebra, Functions and Equations, Circular functions and Trigonometry, Vectors, Statistics and
Probability, and Calculus. The core section includes all the Mathematics Standard Level course topics and in most
sections extends that knowledge considerably further. In addition to the core, students study one option (48 hours); this
is selected by the teacher. The final component of the course is the project (10 hours); at the end of the course students
submit a project based on an exploration of an area of mathematics that they have studied on the course.
Assessment Outline:
Paper 1 (NO Calculator) 2 hours 30%
Paper 2 (Calculator) 2 hours 30%
Paper 3 (Option) 1 hour 20%
Portfolio 20%
Paper 1 and 2 both consist of short answer and longer questions from the core topics on the syllabus. The only
difference between the papers is that no calculators are permitted for paper 1. Paper 3 tests mainly the option, but
knowledge of the core topics is also needed to answer the questions.
Teachers to speak to: Mr Johnson or Ms Ingram
Graphic Display Calculators
In any IB diploma examination where a calculator is permitted, the calculator is expected
to be a graphical display calculator (GDC). In group 5 it is also a syllabus requirement that
all students have a graphical display calculator throughout the two year course and that
they will use these and other ICT to assist with their internal assessments.
At BISP, students are required to purchase their own calculator. We recommend the Casio
FX 9860 GII graphic display calculator, which can be purchased in Phuket at B2S and
other shops. Alternative calculators are allowed; please contact the teachers for other
possible models and makes. These calculators are available in many countries around the
world and may be cheaper if purchased outside Thailand, largely because Thailand does
impose considerable import duty on calculators. For examinations IBO has strict
regulations regarding calculators. In particular Graphical Display Calculators have
considerable storage space and candidates must ensure there is no data, program or
application stored on their calculator that is not specifically approved by the IBO.
~ 35 ~
Group 6: The Arts
Group 6: Theatre HL/SL
Prerequisites: Completion of an introductory course in Theatre is desirable, such as the IGCSE Drama course, though
this is not mandatory. Previous stage experience is also extremely desirable, but not mandatory. No experience of
Theatre is required but the prospective candidate must ask for a meeting with Mr Evans to explain their desire to take
up Theatre IBDP.
Course Description:
Theatre is a course in which students explore the nature of theatre through making it as well as studying it. Students
will come to understand the art of theatre not only with their minds but also with their senses, their bodies and their
emotions. Students will develop their acting skills through a variety of improvisational exercises designed to develop
their imaginative emotional response to dramatic situations and their physical embodiment of character. Students will
also participate in two/three drama productions; large, small, solo or group. Students will explore World Theatre,
which may include: Greek tragedy, Shakespearean drama, Commedia del Arte, contemporary Western drama as well
as traditional Asian theatre such as Japanese Kyogen and modern Butoh, Peking Opera, Indonesian shadow puppets,
African Theatre and Thai masked Khon dance. They will investigate theories of theatre and the people that made them
such as: Stanislavski, Artaud, Brecht, Boal, Brook and Meisner.
Course Content:
The course contains two main elements:
1) A practical production component that consists of participation in at least two productions as well as numerous
classroom games and exercises, designed to develop both acting and directing skills.
2) A theoretical component that consists of creative research into various forms of theatre in cultures worldwide.
Students will keep a portfolio of work throughout the course that records the various stages of their journey. Theatre
Arts is an exciting, challenging journey of self-discovery for students, enabling them to grow in self-confidence and
emotional expression as well as in understanding of themselves, their society and their world.
Assessment :
External
assessment
Internal
assessment
Higher and Standard Level
%
Details
 Research investigation (25%):
50
o Higher Level: 2000 – 2500 words with supporting visual materials
o Standard Level: 1,500 – 1,750 words with supporting visual materials
 Practical performance proposal (25%):
o Higher Level: proposal of 250 words with supporting visuals and a report of
1,000 – 1,250 words
o Standard Level: proposal of 250 words with supporting visuals
 Theatre performance and production presentation (25%):
50
o Higher Level: oral presentation lasting 30 minutes with 7-10 images
o Standard Level: oral presentation lasting 20 minutes with 5-7 images
 Independent project portfolio (25%):
o Higher Level: 3000 words on either option A or B
o Standard Level: 2000 words on either option A or B
Teacher to speak to: Mr Evans
~ 36 ~
Group 6: Visual Arts HL/SL
Prerequisites:
It is the recommendation that only students who have successfully completed the IGCSE course study IB Visual Art at
Higher level. However, many students who have not done IGCSE Art cope well studying the IB course at Standard level if
they have an interest in the subject.
Course Description:
The aims of the visual arts course at HL and SL are to enable students to:
 investigate past, present and emerging forms of visual arts and engage in producing, appreciating and evaluating
these
 develop an understanding of visual arts from a local, national and international perspective
 build confidence in responding visually and creatively to personal and cultural experiences
 develop skills in, and sensitivity to, the creation of works that reflect active and individual involvement
 take responsibility for the direction of their learning through the acquisition of effective working practices.
Course Content:
HL STUDENTS
Will be required to complete
 18 pieces of studio work (final pieces)
 Investigation workbooks of which 30 pages will be selected and submitted for marking
 Present your work in a final exhibition. Submit a video of this to be assessed or a 1000 word statement about your
work.
SL STUDENTS
Will be required to complete
 12 pieces of studio work (final pieces)
 Investigation workbooks of which 20 pages will be selected and submitted for marking
 Present your work in a final exhibition. Submit a video of this to be assessed or a 1000 word statement about your
work.
Assessment:
Option A
External
assessment
Internal
assessment
%
60
40
Higher Level or Standard Level
Studio Work:
The student prepares a selection of his or her studio work in the form
of an exhibition. The student is then interviewed by their teacher
about their work. The video is then sent to the IBO to be marked. Or
alternatively students can submit a 1000 word statement about their
work.
Investigation:
The student presents selected pages of his or her investigation
workbooks that have been produced during the course. This selection
is internally assessed by the teacher and externally moderated by the
IBO at the end of the course.
Option B
%
Internal
assessment
External
assessment
40
60
Higher Level or Standard Level
Studio Work:
The student presents a selection of his or her studio work. This
selection is internally assessed by the teacher and externally
moderated by the IBO at the end of the course.
Investigation:
The student presents selected pages of his or her investigation
workbooks that have been produced during the course. The student
is then interviewed by their teacher about their work. The video is
then sent to the IBO to be marked. Or alternatively students can
submit a 1000 word statement about their work.
Teachers to speak to: Ms Lester and Ms Coulson
~ 37 ~
Group 6: Music HL/SL
Prerequisites: The Diploma Programme Music course is designed to offer students the opportunity to build on prior
experience in music while encouraging a broad approach to the subject and developing new skills, techniques and ideas.
While prior music experience is not mandatory at SL, it is recommended. At HL it is very strongly recommended.
Candidates must be willing to undertake lessons on an instrument of their choice. A Grade 3 or above in a previous Music
class is required.
Course Description:
Theatre is a course in which students explore the nature of theatre through making it as well as studying it. Students will
come to understand the art of theatre not only with their minds but also with their senses, their bodies and their emotions.
Students will develop their acting skills through a variety of improvisational exercises designed to develop their
imaginative emotional response to dramatic situations and their physical embodiment of character. Students will also
participate in two/three drama productions; large, small, solo or group. Students will explore World Theatre, which may
include: Greek tragedy, Shakespearean drama, Commedia del Arte, contemporary Western drama as well as traditional
Asian theatre such as Japanese Kyogen and modern Butoh, Peking Opera, Indonesian shadow puppets, African Theatre and
Thai masked Khon dance. They will investigate theories of theatre and the people that made them such as: Stanislavski,
Artaud, Brecht, Boal, Brook and Meisner.
Course Content:
The course contains two main elements:
1) A practical production component that consists of participation in at least two productions as well as numerous
classroom games and exercises, designed to develop both acting and directing skills.
2) A theoretical component that consists of creative research into various forms of theatre in cultures worldwide.
Students will keep a portfolio of work throughout the course that records the various stages of their journey. Theatre Arts is
an exciting, challenging journey of self-discovery for students, enabling them to grow in self-confidence and emotional
expression as well as in understanding of themselves, their society and their world.
Assessment :
Higher Level
Standard Level
%
%
Details

External assessment
50

Internal assessment
25
25
Listening paper (30%): one question
on the prescribed work and four
questions on other works
Musical investigation (20%): a
written media script of 2000 words
investigating relationship between
two musical genres
Options:

Solo performance: one or more solo
recitals

Composition: three contrasting
compositions
Teacher to speak to: Mr Thacker
Details

50

50
Listening paper (30%): one question on the
prescribed work and four questions on other
works
Musical investigation (20%): a written
media script of 2000 words investigating
relationship between two musical genres
Options:

Solo performance: one or more solo recitals
OR

Group performance: presentation of two
public performances
For more information please contact the school office at
Tel: +66 (0) 7633 5555 Fax: +66 (0) 7623 8750
Website: www.bisphuket.ac.th Email: info@bisphuket.ac.th
59 Moo 2, Thepkrasattri Road, Koh Kaew, Muang, Phuket 83000 Thailand
Bangkok office: Tel +66 (0) 2636 8991 Fax: +66 (0) 2636 8992
www.bisphuket.ac.th