CONTENTS
Sixth Form Information
Page 2 – 9
The International Baccalaureate Diploma Programme
Page 10 – 12
The Core
Page 13
Theory of Knowledge
Page 14
Creativity, Action and Service (CAS)
Page 15 – 16
Group 1 and 2: Language A1 and Second Language
Page 17
Group 1: English Literature SL and HL
Page 18
Group 2: Second Language – Modern Foreign Languages
Page 19
Group 3: Individuals and Societies Overview
Page 20
Group 3: Business and Management HL and SL
Page 21
Group 3: Geography HL and SL
Page 22
Group 3: History HL and SL
Page 23
Group 3: Philosophy HL and SL
Page 24
Group 3: Psychology HL and SL
Page 25
Group 4: Experimental Sciences Overview
Page 26
Group 4: Biology HL and SL
Page 27
Group 4: Chemistry HL and SL
Page 28
Group 4: Design and Technology HL and SL
Page 29
Group 4: Physics HL and SL
Page 30
Group 5: Mathematics Overview
Page 31
Group 5: Mathematical Studies SL
Page 32
Group 5: Mathematics SL
Page 33
Group 5: Mathematics HL
Page 34
Group 6: The Arts, or Second Subject from Groups 2, 3 or 4
Page 35
Group 6: Visual Art SL and HL
Page 36
1
INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME
PROSPECTUS
2013-2014
Guernsey Grammar School
and
Sixth Form Centre
Les Varendes
St. Andrews
Guernsey
GY6 8TD
Tel: 01481 256571
Fax: 01481 251236
E-mail sixthform@grammar.sch.gg
office@grammar.sch.gg
Website: www. grammar.sch.gg
Headteacher ...................................………….....Mrs C Watson
Deputy Headteacher..........................…...............Mr M Haimes
Deputy Headteacher (Pastoral)....... ..............Mrs S M Cosnett
Director of Sixth Form ............................................Mr K James
Assistant Headteacher………….………...................Mr D Battle
Sixth Form Manager (Head of Year 12) ...........Mrs P Plummer
Sixth Form Manager (Head of Year 13) .............. Mrs F Moore
Assistant Sixth Form Manager ..............................Mrs S Good
Careers and Guidance Manager.....................….....Mr J Banks
International Baccalaureate Coordinator ..........Mrs N Papworth
Examinations Officer...………………………...…Mr S Nicholson
Additional Needs Coordinator...……………...…....Mrs R Kellow
Head Girl ............................................................Michaila Byrne
Head Boy .............................................................Sean Brehaut
Deputy Head Girl ................................................Lauren Barker
....................................................................Helena De Carteret
........................................................................Jennifer Webster
Deputy Head Boy...........................................Jack Sinclair-Stott
Dates of Terms – 2013-2014
Autumn Term .........Tuesday 3rd September to Friday 20th December 2013
Half-term ................Monday 21st October to Friday 25th October 2013
Spring Term ...........Tuesday 6th January to Tuesday 8th April 2014
Half-term ................Monday 17th February to Friday 21st February 2014
Summer Term ........Thursday 24th April to Friday 18th July 2014
May Day Holiday…..Monday 5th May 2014
Liberation Day ....... Friday 9th May 2014
Half-term ................Monday 26th May to Friday 30th May 2014
School Day
Morning Registration .....…8.40 am
Afternoon school ends ..... 3.30 pm
2
TIMETABLE OF EVENTS
All applicants to the Sixth Form should make their application through the Central Admissions
System, administered by careers teachers in their school.
Timetable of Events:
October
19 November
February – March
30 January
12 March
2 April
30 April
8 May
July
Early July
Thursday 21 August
Joint talks by Sixth Form Centre and College of Further Education
to year 11 students
The Sixth Form Centre Post 16 Evening at 7.15 pm
Individual student guidance discussions take place
The Sixth Form Centre Information Day
Closing date for all Post 16 applications
The Careers Convention at Beau Sejour
Offers sent to all applicants. Copies sent to schools
Closing date for acceptance of first choice place
Year 10 planned visits by feeder schools to the Sixth Form Centre.
Please check with your current school to confirm arrangements
Requests to schools for GCSE results
GCSE results. Most students will be happy with their results and
satisfactorily placed on an AS programme of study. Occasionally
difficulties may arise as a result of GCSE grades or indecision over
choice. Should this occur, staff will be available to offer possible
solutions.
Applicants who do not currently form a part of Year 11 at the Secondary Schools, St. Anne’s
School or the Guernsey Grammar School & Sixth Form Centre, should contact the Director of
Sixth Form directly, who will explain the procedures to be followed.
Mature applicants may qualify for a grant from the Education Department. They should contact
the Education Department, who will explain the nature of the grant and those who are entitled to
apply for it.
Subject Summaries
Brief outlines for each subject can be found on the following pages. More detailed information
will be available from Heads of Department at the Information Day.
3
CORE VALUES, AIMS AND OBJECTIVES
The Core Values of the Guernsey Grammar School and Sixth Form Centre are to:
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Pursue academic excellence
Celebrate achievement and participation
Guide and nurture individual development
Appreciate cultural diversity
Promote human rights and responsibilities
Cherish the community and the environment
Promote spiritual, moral and ethical values
Promote loyalty, pride, spirit, belonging and caring
Academic Progress
Guernsey Grammar School and Sixth Form Centre is committed to providing an excellent
education for all students enabling them to enjoy and achieve high levels of learning. We address
the diverse needs and aspirations of our students, offering an excellent foundation in all aspects
of learning, to challenge and prepare them for a successful future.
Personal Development
Guernsey Grammar School and Sixth Form Centre recognises and nurtures each student as a
unique person. We are dedicated to developing in our students the qualities and skills necessary
to become safe, healthy, confident, self-motivated and independent individuals prepared for the
responsibilities of adult life and their own economic well-being.
Tolerance and Awareness
Guernsey Grammar School and Sixth Form Centre actively promotes respect and tolerance as
well as environmental and social awareness. We encourage our students to make a positive
contribution and become committed and valued members of our school and, by supporting
internationalism and inter-culturalism, responsible citizens of the world.
Embedding Technologies
Guernsey Grammar School & Sixth Form Centre recognises that digital literacy is essential in
preparing all our students to particiapte in the rapidly changing world in which we learn, work and
play. Through embedding technologies we wish to personalise students learning, increase
engagement and expand their tools to enable independent and life-long learning. We aim to
develop a learning community where all our members are empowere by technology and are able
to make informed judgments about when and where to use it to best effect.
The school will measure its effectiveness by: student, teacher, parent and Education
Department feedback, the validation process, external examination results and other
performance indicator data, internal monitoring and evaluation procedures and the
continuing professional development programme
The International Baccalaureate Organisation (IBO) aims to develop inquiring, knowledgeable
and caring young people who help to create a better and more peaceful world through
intercultural understanding and respect. Their 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.
4
THE AIM OF SIXTH FORM EDUCATION AT THE SIXTH FORM CENTRE
The Sixth Form Centre seeks to be a caring community committed to the pursuit of excellence,
educating each student to high academic standards and for the responsibilities of adult life.
The purposes of post-16 education within the Sixth Form Centre:
 to extend 5-16 education to meet the needs of students
 to enable students to achieve a level of examination success which reflects their full potential
 to provide a broad, balanced and flexible curriculum which takes into account the individual’s
needs, aspirations and abilities
 to provide a learning environment which is stimulating, demanding and enjoyable for both
students and staff
 to encourage an enquiring attitude and a respect for learning which students will carry into
their adult lives
 to prepare students for higher education and the world of employment
 to provide a learning context in which all subjects, together with the skills, values and
experiences they promote, are given equal status
 to provide a happy, caring and supportive community which values the individual
 to recognise the needs of the island community
 to develop an intellectual and spiritual awareness that will help students to cope with a rapidly
changing world
The aim of all IB programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more
peaceful world.
IB learners strive to be:
Inquirers:
They develop their natural curiosity. They acquire the skills necessary to
conduct inquiry and research and show independence in learning. They
actively enjoy learning and this love of learning will be sustained
throughout their lives.
Knowledgeable:
They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and
develop understanding across a broad and balanced range of
disciplines.
Thinkers:
They exercise initiative in applying thinking skills critically and
creatively to recognize and approach complex problems, and make
reasoned, ethical 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.
5
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.
6
WELCOME TO SIXTH FORM EDUCATION
Dear Students
Guernsey Grammar School opened in 1985 and was designed with a large Sixth Form in mind.
In September 2005 the new Sixth Form Centre was opened and the buildings provide a modern,
exceptionally pleasant and well resourced environment for staff and students alike. The Sixth
Form is currently made up of approximately 435 students from every school in the Bailiwick of
Guernsey, of whom over 53% were not previously at the Guernsey Grammar School. The large
size of the Sixth Form enables the School to offer a wide range of post-16 courses. The range of
subjects means it is possible to develop programmes of study that recognise the strengths and
meet the needs and aspirations of individual students.
The Sixth Form Centre provides a high quality post-16 education that is designed to achieve
individual excellence in examination results, to give the opportunity for students to participate in a
wide variety of activities and short courses to enrich this phase of education and to prepare
students for life beyond the Sixth Form.
From September 2012 students have been able to study the International Baccalaureate (IB)
Diploma Programme. The IB is for students who wish to study a broad programme which is
academically challenging and stimulating.
A noted feature of the school is the friendly atmosphere of cooperation that exists and the
supportive relationships among all who work there. Expectations of students are high and the
school is committed, through its programme of teaching and pastoral support, to enable all
students to complete their studies successfully and to each individual’s full potential. In 2013 the
pass rate at A level was 99.4% with 77.8% of the grades at A*-C.
We expect the International Baccalaureate to continue this trend.
The IB Diploma has been in place since the 1968 and the Guernsey Grammar School and Sixth
Form Centre has been several years in the planning, training and implementation of the IB.
We are very excited at the prospect of being able to offer this internationally recognised
qualification/course.
We look forward to welcoming you to the Sixth Form Centre.
Mrs C Watson
Headteacher
7
SUPPORT AND GUIDANCE
All students, irrespective of their origins, will find that the Sixth Form experience differs
considerably from previous phases of education. The nature of the work, the styles of teaching
and learning and the importance of the contribution that the student makes to the organisation of
their personal learning differ markedly from their experiences to date. All post 16 programmes of
study are challenging and the successful completion of these courses will require a continuing
positive commitment from each individual to their own success and to the success of the school
in general.
All students have a personal tutor to help them to make a successful transition into the Sixth
Form and to derive the maximum benefit from their studies. Students meet with their tutors on a
daily basis for registration and twice a week for tutorials. Tutors are responsible for supporting,
helping and guiding the students in their care and wherever possible will be involved with their
tutor group as part of the Personal Enrichment Programme and for their Creativity, Action and
Service course.
The Sixth Form Centre is committed to a programme of regular monitoring and guidance for
students. Students’ work is monitored closely and on five occasions throughout their time in the
Sixth Form students will have formal grading and discussion sessions with their teachers and
tutors that will assess their progress to date and jointly define targets for the future. Student selfassessment plays a large part in the student/tutor discussion because we believe that the student
is the person most keenly aware of their own strengths and weaknesses. In addition to these
sessions there will also be progress reports, formal written reports and four parents’ and
students’ consultation meetings to ensure the opportunity for dialogue. Parents are, of course,
welcome to contact the tutor, IB Coordinator or the Director of Sixth Form at any time, if there are
matters they wish to discuss.
Guidance is linked closely to a policy of ensuring that students have regular information about
their progress and where they stand in relation to reaching targets. Any problems can be
identified quickly and advice and support to assist the student to work effectively can be given.
Guidance is offered at all stages and becomes increasingly concerned with preparation for
application to Higher Education and employment.
8
EXPECTATIONS
Guernsey Grammar School and Sixth Form Centre is a large educational institution. It consists
of over 1,000 students aged between 11 and 18 and we encourage a family atmosphere where
all students feel themselves to be part of a strong and mutually supportive whole community.
Within this community the two groups of students, namely those aged 11-16 and those in the
Sixth Form, are treated differently, although they share the same teaching staff and many of the
resources and social facilities.
Dress
There are no uniform requirements in the Sixth Form, but we do expect all students to be smartly
and appropriately dressed for a formal and purposeful working atmosphere. For male students
this means that they are expected to wear a jacket, trousers, shirt and tie; suits are encouraged.
For a female student it means that they are expected to wear a skirt or trousers and smart top;
jackets and suits are encouraged. Casual wear, including trainers, denim or sweatshirts, is not
appropriate. A more detailed leaflet is available for parents and students.
Punctuality and Attendance
Sixth Form students are full time members of the Guernsey Grammar School and are required to
attend school and all lessons punctually. In year 12 students are expected to be present at
school from 8.40am until 3.30pm but they may leave the premises during the lunch break (1.152.30 pm). In year 13 students are able to study at home during private study sessions in the
afternoon with parental consent.
Continued membership of the Sixth Form requires that the conditions outlined above are met.
THE NATURE OF SIXTH FORM WORK
Post 16 work differs considerably from that already experienced at GCSE. It requires a much
greater knowledge and understanding of the subject and the teaching methods are likely to vary
significantly. The greatest difference experienced by most students is the extent to which they
are required to take responsibility for their own learning, to learn to manage their time effectively,
to read extensively, to reorder and revise notes continually and to develop a critical self
awareness of their own motivation and progress. It is noticeable that those who possess or
develop the self discipline required to generate a regular study pattern at an early stage, derive
much greater satisfaction and success from their courses.
Every student must be prepared to devote a substantial amount of time to study outside lessons.
The exact amount of time will vary with the course and the subject combination but students
should be prepared to spend a significant amount of time in independent study.
9
INTERNATIONAL BACCALAUREATE
Introduction
The IB Diploma Programme, for students aged 16 to 19, is a balanced but academically
challenging Level 3 programme of education with final examinations that prepares students for
success at university and in life beyond. It is a two year program, first established in the 1960s,
and has grown to be the 2nd largest qualification taken by students in the UK. It is an
international qualification, which is recognized and welcomed by universities worldwide because
of its reputation for rigorous external assessment. The IB diploma is different from other courses
of study due to its philosophy of education, which emphasizes the development of the whole
student – physically, intellectually, emotionally and ethically. The IB diploma’s learner profile has
ten inspirational qualities that all IB learners strive to develop throughout their course. These are
to be Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring,
Risk-takers, Balanced, and Reflective.
This is a course that suits all students who are organised and enthusiastic about learning, and
wish to follow a broader curriculum than the A level route. Students study 6 courses, one from
each group, and must also satisfy the core requirements. 3 courses are taken at Higher Level
and 3 at Standard Level. All courses are described in detail on the following pages.
10
Assessment
External Assessment
This is through written examinations in May of the 2nd year of study. These are externally
marked, with the grading system based on validity, reliability, and the reaching of a certain
standard.
Coursework
Coursework assessment varies from subject to subject, but on average this is embedded
into the course. It can take many forms, from oral exercises for Group 2, to laboratory work
for Group 4. Some coursework is internally marked and externally moderated, while other
work is externally worked
Progression
The IB is graded out of a possible 45 points, and to gain the Diploma students must score at
least 24 points, and complete the core. Students who do not gain the Diploma will gain
individual subject accreditations.
Universities commonly make offers to IB students for a certain number of points overall and
a certain number of points for the most relevant HL subject. The IB provides both the
breadth and depth required by universities, and is a good pre-university qualification. The
Russell Group, who represent the UK’s 20 leading universities, can be quoted as follows:
‘The International Baccalaureate is well-established as a qualification... ...Because the IB is
not as well known in the UK, this often leads to concerns about its acceptability for university
admission. In practice, the vast majority of university Admissions staff have a lot of
experience of assessing IB applicants and are more than happy to accept it for university
entry purposes. If you are studying for the IB, your choice of higher level subjects will be key
to determining the university courses open to you. ... It is less usual for universities to require
particular subjects at standard level within the IB although you should always check entry
requirements carefully before applying to be certain of this.’ Russell Group ‘Informed
Choices’ 2012.
For more information
All courses are described in detail on the following pages, but more information from the
International Baccalaureate Organisation about its courses can be found by following this
link: http://www.ibo.org/diploma. IBSCA, the International Baccalaureate Schools and
Colleges Association of the UK, produce a document annually which is designed to compare
the IB diploma program and A level courses. This can be found by following the link
http://www.ibsca.org.uk/index.php/universities-and-ib.
Entry Requirements
Students will be expected:
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To achieve a minimum of 5 grade Cs at GCSE level or equivalent from a range of
subjects, to include English and Maths
To have a minimum of a grade C at GCSE in any subject they wish to continue.
There are some subjects that students may find very difficult unless they have
achieved at least a grade B at GCSE and/or taken the higher tier.
To receive a favourable reference from their previous school or college and obtain
the approval of the Headteacher of the Guernsey Grammar School and Sixth Form
Centre.
11
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To have an individual interview to discuss their choice of subjects and future plans
Note
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Where subjects are selected which have not been studied at GCSE, Departments
are likely to take into account the grade achieved in Mathematics, Science or English
when making their decision.
Decisions regarding offers will be made using a range of information: predicted
GCSE grades, the school reference, the Sixth Form Interview and any information
gathered by the relevant Head of Department during the Information Day.
Appeals may be made to the Headteacher.
12
THE CORE
An Overview of the Core
The IB diploma is more than a package of different academic subjects, and the whole is
greater than the sum of its individual parts, with the core of the IB Diploma sitting at the heart
of every student’s program of study. This core consists of three strands; the Theory of
Knowledge course, Creativity, Action and Service; and the Extended Essay. These courses,
through reflection and action, seek to encourage the development of young people into
learners that are Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Openminded, Caring, Risk-takers, Balanced, and Reflective; who really can help to create a better
and more peaceful world.
To gain the IB diploma, a student must complete and pass this core curriculum. Both the
extended essay and the theory of knowledge contribute to the overall diploma score through
the award of points. A maximum of three points are awarded according to a student’s
combined performance in both the extended essay and theory of knowledge.
The Extended Essay
The extended essay (EE) is an in-depth study that offers the opportunity for IB students to
investigate a topic of special interest, usually within one of the student’s six Diploma
Programme subjects, and acquaints them with the independent research and writing skills
expected at university. It is intended to promote high-level research and writing skills,
intellectual discovery and creativity. It provides students with an opportunity to engage in
personal research on a topic of choice, under the guidance of a supervisor, which leads to a
major piece of formally presented, structured writing, in which ideas and findings are
communicated in a reasoned and coherent manner, appropriate to the subject. In countries
where normally interviews are required prior to acceptance for employment or for a place at
university, the extended essay has proved to be a valuable stimulus for discussion.
Students begin to consider and plan their EE at the beginning of the summer term in their
first year, and will be expected to submit it for marking at the beginning of the 2nd year of
their course. The EE requires approximately 40 hours of work, and students will be guided
by their EE supervisor, who will complete the EE process in the autumn term by conducting
a concluding interview – the viva voce – with the student.
Assessment
To be awarded the IB Diploma you must complete and pass the EE. The EE is externally
marked, and assessed against common criteria, interpreted in ways appropriate to each
subject.
13
THEORY OF KNOWLEDGE (TOK)
‘Welcome to a journey into thinking which we hope will intrigue you. If you bring to it a mind
that is alive to questions and open to exploring answers, this course has the potential to give
you a way of approaching knowledge that will benefit your thinking for the rest of your life’
(Dombrowski et al. 2007).
What is “Theory of Knowledge”?
The TOK course is a central part of the IB Diploma and asks the key question “How do you
know?” This course will encourage you to think critically about all the subjects that you are
studying instead of just blindly accepting what you are taught. This critical thinking involves
asking good questions, using language with care and precision, supporting ideas with
evidence, arguing coherently, and making sound judgements. The TOK course will support
the rest of your learning by helping you to reflect on the nature of the other subjects you are
studying. All other subjects will encourage you to use the skills you are taught in the TOK
course, even if this means that you are questioning what they are trying to teach you! The
aim of the course is to encourage you to see knowledge as a whole, rather than just a set of
unrelated and distinct subject areas.
Why is it a core part of the IB Diploma?
Theory of Knowledge gives students the opportunity of thinking about what it means to know
something. You will be encouraged to think about your other subjects in new and
challenging ways:
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With regard to languages, we will ask whether translating is more an art or a science,
and whether in fact there are some truths that lie beyond language.
Does it make more sense to talk about mathematics being discovered or invented?
Are the natural sciences the most important form of knowledge? Are they perhaps
the only form of true knowledge?
How objective can we really be when studying history?
In Art, is beauty only in the eye of the beholder?
How is TOK Assessed?
TOK assessment is completed during the course; there is no final exam. To be awarded the
IB Diploma you must complete and pass the TOK course.
External assessment:
A short essay chosen from a list of 6 titles given by the IBO each year
65%
Internal assessment
A presentation in class: applying what you have learned to an area of personal interest
35%
14
CREATIVITY, ACTION AND SERVICE (CAS)
You must be the change you wish to see in the world.
Mahatma Gandhi
Creativity, action, service is at the heart of the Diploma Programme. It involves you
participating in a range of activities alongside your academic studies throughout the Diploma
Programme. The three strands of CAS, which are often interwoven with particular activities,
are summarised below.
Creativity:
arts, and other experiences that involve creative thinking
Action:
physical exertion contributing to a healthy lifestyle, complementing you
academic work
Service:
an unpaid and voluntary exchange that has a learning benefit for the student.
The rights, dignity and autonomy of all those involved are respected.
The activities that students choose to take part in will be a combination of individual
challenges and those developing the key skills of team work. These activities will give
students multiple opportunities to work within the local community on Guernsey as well as
projects further a field in both the UK and on an international scale.
A good CAS programme should be both challenging and enjoyable, a personal journey of
self‑discovery that allows students to develop a number of new life skills that can be used in
an extensive variety of situations throughout life. Each individual has a different starting
point, and therefore different goals and needs, but for many their CAS activities include
experiences that are profound and life‑changing.
A key element of CAS is the reflection phase. This assists students in recognising their own
strengths and weaknesses, the skills that they have learnt directly as a result of undertaking
the tasks, and helps them to consider both the ethical implications and global importance of
the work completed.
What you will need to do:
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CAS is not externally assessed but you need to document and reflect on at least 150
hours of activities, which is 3 to 4 hours of activities per week.
CAS activities should take place regularly throughout the programme.
At least one project, involving collaboration and the integration of at least two of
creativity, action and service, is required.
You must complete CAS to be awarded the IB diploma.
How will the Sixth Form Centre help you complete your CAS hours?
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Throughout the course you will have a programmed time to meet with your CAS
advisor, either individually or as a group with other IB Students.
The Sixth Form Centre runs many Personal Enrichment Courses and charity events
that you can take part in to help you complete your CAS hours.
We plan to run regular CAS trips and projects.
You can also continue with your own activities!
And Finally....
Your CAS experience should not just be a learning experience, but a lot of fun!
15
Why should you study the International Baccalaureate?
"When planning for a year, plant corn. When planning for a decade, plant trees. When
planning for life, train and educate people."
Chinese Proverb
There are many compelling reasons why you should take up this opportunity, and these
include:
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Having studied English and a foreign language, IB students have learnt to be
articulate communicators.
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As well as possessing a good standard of literacy, IB students are numerate and
scientifically able. These skills lead students to be extremely versatile, and are
desirable skills that all employers look for.

19% of IB entrants to University achieve a first-class honours degree, compared to
14.5% with A level or other equivalent qualifications.*

CAS develops an IB student’s awareness of the needs of others, and encouraging
them to develop into caring and reflective young people.

5.1% of IB students study medicine or dentistry at university compared to 2.9% of A
level students.*
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IB students are encourage to strive to be inquirers and knowledgeable, resulting in
them being twice as likely as their peers to pursue further full time study.*

After university, IB students are more likely to be employed in graduate level jobs.*
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TOK and EE help to develop critical thinking and independent thought. These two
skills will help you make decisions throughout your life.
*Research published by the Higher Education Statistics Agency (HESA) in 2011.
16
GROUP 1 AND 2: LANGUAGE A1 AND SECOND LANGUAGE
Overview of Courses
Students select two languages to study for the IB Diploma. Group 1 is an English course,
whilst Group 2 is a second language, and is designed for students learning the language
from beginner level up to near native speaker level. Students select the language courses
and level (Standard or Higher) based on their language proficiency.
Languages of the Diploma Programme aim, at all levels, to encourage a personal
appreciation of literature and to develop the student’s powers of expression, both in written
and oral communication. The study of a foreign language also encourages students to
develop an awareness and appreciation of a different culture’s perspectives, as well as
providing the students with a basis for further study, work and leisure through language.
There are 3 courses on offer, ranging from ab initio (beginner) to Standard and Higher level.
An ab initio group 2 course would take the place of one of the three Standard courses in the
student’s IB Diploma Programme.
Subject
Group 1
Language
A1
Group 2
Other
Language
Entry criteria
Other notes
Standard
Higher
English
Literature
C in GCSE English
C in GCSE
English
French
C in GCSE French
German
C in GCSE German
Spanish
C in GCSE Spanish
B in GCSE
French
B in GCSE
German
B in GCSE
Spanish
Ab initio
(beginner)
French
No previous study is required.
You cannot study ab initio French
if you have above a C grade in
GCSE French.
No previous study is required,
You cannot study ab initio German
if you have above a C grade in
GCSE German.
No previous study is required.
You cannot study ab initio Spanish
if you have above a C grade in
GCSE Spanish.
No previous study is required. You
cannot study ab initio Italian if you
have above a C grade in GCSE
Italian.
Ab initio
(beginner)
German
Ab initio
(beginner)
Spanish
Ab initio
(beginner)
Italian
17
Guernsey
Grammar School
and Sixth Form
Centre reserves
the right not to
offer a particular
language at a
particular level if
there is not the
student demand
for that course or if
staffing does not
allow for it. This
will be reviewed
each year.
GROUP 1: English Literature SL & HL
If you resist reading what you disagree with, how will you ever acquire deeper insights into
what you believe? The things most worth reading are precisely those that challenge our
convictions.
Course Description
In this English literature course we will provide the students with the opportunity to study
some of the greatest works of Literature from around the world. The course will cover the
key genres of novels, short stories, poetry, non-fiction journals, graphic novels, speeches, as
well as a range of dramatic texts. At the heart of this course we will strive to inspire a love of
reading in tandem with developing the students’ critical skills to explore issues and themes
linking cultural understanding of truly universal significance.
Students at both levels (HL/SL) will be encouraged to be independent critical readers; to
inquire and express themselves with clarity, coherence and with confidence. The course
demands a range of skills to be executed with assurance, such as oral presentations,
discussion, written commentaries, drama in performance and academic writing.
Studying English is crucial as you will develop analytical skills and develop your ability to
communicate clearly both orally and in writing. The HL course is particularly suitable for
those students who wish to study Literature at University, whilst the skills gained through the
SL course will help you to do well in other subject areas and are applicable to all careers.
Course Structure:
The course is divided into four parts over two years
 Part I World Literature: 3 Texts HL/ 2 texts SL
 Part II Detailed Study: Oral commentary: 3 texts HL/ 2 texts SL
 Part III Genre Study: Novel and Short Story: 4 texts HL/3 SL
 Part IV School's Free Choice: 3 texts both HL/SL
Core texts:
The students will study a variety of challenging and exciting literature from playwrights such
as Henrik Ibsen, Sophocles, Miller and Shakespeare, to the novelists Joseph Conrad,
Gabriel García Márquez and Margaret Atwood. They will revel in the poetry of Carol Ann
Duffy, and explore the world of the graphic novel ‘Persepolis’.
Assessment
External
Internal
70% from 2 exam papers and 1 externally marked essay.
30% from 2 oral exercises, which will be embedded into the course.
18
GROUP 2: Second Language –
Modern Foreign Languages: Ab initio, Standard and Higher Level
In today’s increasingly globalised society, language skills are becoming more and more
important. Companies take a high view of multi-lingual staff; having linguistic competence in
another language undoubtedly gives a student the edge as far as employers are concerned.
However, apart from the career prospects, learning a language is a highly rewarding
experience which provides the linguistic and cultural awareness to get by in a foreign
country.
The IB Modern Language courses provide students with the opportunity to acquire or
develop an additional language and to promote an understanding of other cultures through
the study of language. The course allows students to access the target language by studying
it as a beginner at ab initio level, or as someone with prior experience of the language. The
Standard and Higher courses are both demanding and rewarding, and are designed for
students who possess a degree of knowledge and experience in the target language.
Ab initio
The Ab initio course is suitable both for students with no previous knowledge of the
language, or for students who have acquired some understanding of the language. Over the
two years of study, basic linguistic skills are developed to enable competence in day-to-day
situations using the foreign language at home or abroad. Topics covered include: The
individual, education and work, town and services, food and drink, leisure and travel, the
environment, and health issues.
Standard Level
Standard Level is for those students who have already studied the language and who wish
to develop their skills beyond basic level. Students should have achieved a minimum of a C
grade at GCSE in the target language to access this course.
Higher Level
The Higher Level course develops linguistic competence to a high level, enabling discussion
of complex issues in the foreign language. Students are expected to study two works of
literature during the course. It is intended for those students who plan on a career which
requires language skills, or for those wishing to continue their language studies at a higher
level. Students should have achieved a minimum of a B grade at GCSE in the target
language to access this course.
The grid below shows which levels are available in each of the languages offered:
Ab initio
French
Spanish
German
Italian
Standard
Level







Higher Level



These courses are offered subject to demand on a year-to-year basis. The Sixth Form
Centre reserves the right not to offer a course in any one year if there is insufficient demand
or staffing does not allow it.
Assessment
External
70% from 2 papers, which test reading and writing skills
Internal
30% from 2 interactive oral exercises
19
GROUP 3: INDIVIDUALS AND SOCIETIES
Overview of Courses
Group 3 subjects study individuals and societies. More commonly, these subjects are
collectively known as the human sciences or social sciences. In essence, group 3 subjects
explore the interactions between humans and their environment in time, space and place.
The international perspective in all group 3 subjects provides a sound platform for the
promotion of international understanding and, inherently, the intercultural awareness
necessary to prepare students for global citizenship. Above all, it helps to foster respect and
understanding of people and events in a variety of cultures throughout the world.
There are 5 courses on offer, all at standard and higher level. To take these courses, you do
not need to have studied any of these subjects before, but if you have a minimum of a C in
the GCSE is required.
Subject
Business
and
Management
Geography
History
Philosophy
Psychology
Entry criteria
Standard
Higher
C in GCSE
English
C in GCSE
English
C in GCSE
English
C in GCSE
English
C in GCSE
English
C in GCSE
English
C in GCSE
English
Notes
If you wish to study 2 group 3 subjects, the
other can be taken instead of a group 6
subject.
You will not be able to study more that two
of these subject within your Diploma
Programme.
C in GCSE
English
If you wish to continue on with your
Business Studies at University you are
advised to choose Maths SL or HL.
C in GCSE
English
C in GCSE
English
Standard or Higher Level?
While many of the skills of studying these subjects are common to both SL and HL, the HL
student is required, through in-depth study, to synthesize and critically evaluate knowledge.
For Higher Level students, the subject is studied to a greater depth, which places a greater
demand on the student. If you aim to study a human or social science, or a related subject
such as Law at university, you should take these subjects at Higher Level.
20
GROUP 3: Business & Management HL & SL
The Business and Management course aims to help students understand the implications of
business activity in a global market. It is designed to give students an international
perspective of business and to promote their appreciation of cultural diversity through the
study of topics like international marketing, human resource management, growth and
business strategy.
The Diploma Programme business and management course is designed to develop an
understanding of business theory, as well as an ability to apply business principles, practices
and skills.
Emphasis is placed on strategic decision-making and the day-to-day business functions of
marketing, production, human resource management and finance. Links between the topics
are central to the course, and this integration promotes a holistic overview of business
activity.
The ideals of international cooperation and responsible citizenship are at the heart of
Diploma Programme business and management. The course encourages the appreciation of
ethical concerns and issues of social responsibility in the global business environment.
Students should be able to make sense of the forces and circumstances that drive and
restrain change in an interdependent and multicultural world.
The Business and Management course will contribute to students’ development as critical
and effective participants in local and world affairs.
Core topics include:





Business organization and environment
Human resources
Accounts and finance
Marketing
Operations management
Assessment:
External
Higher Level


Paper 1: Answer 4 questions based on a Pre-issued Case study
Paper 2 : Answer 3 structured examination questions
40%
35%
Standard Level


Paper 1: Answer 3 questions based on a Pre-issued Case study
Paper 2 : Answer 3 structured examination questions
35%
40%
Internal
Higher Level
Standard Level
Research Project
Written Commentary
25%
25%
21
GROUP 3: Geography HL and SL
IB Geography aims to develop understanding of geography in all forms, but with particular
emphasis on the ways in which humans interact with the environment around them.
Students will develop an understanding of the interdependencies that exist within the world
at a variety of levels, together with an understanding of the need to plan and manage certain
environments in a sustainable way. The course aims to give students the tools and skills
required to research and write an individual geographical study using appropriate
methodologies and techniques of geographical enquiry.
Geography is intrinsically an international subject and this will be reinforced through the
study of different areas of the world. The inclusion of the ‘Extreme Environments’ module for
example forces students to look beyond their own environment, as does the study of less
economically developed urban areas or population growth. The links to international study
are tremendous and the interdependency of the globe will be viewed for example, through
the study of globalisation and climate change.
Geography is a multidisciplinary subject. It does not only restrict you to learning one subject
at university, but instead offers you a whole range of choices from Seismology to Cultural
Geography to International Studies. Geography graduates are some of the most employable
of all graduates - employers like Geography graduates because of their broad skills base
and understanding of the world that we live in.
Core topics include:
 Population in Transition
 Disparities in Wealth and Development
 Patterns in Environmental Quality and Sustainability
 Patterns in Resource Consumption
HL students will also study the topics of
 Measuring Global Interactions
 Changing Space - The Shrinking World
 Economic Interactions and Flows
 Environmental Change
 Socio-cultural Exchanges
 Political Outcomes
 Global Interactions at the Local Level
All students must study further optional topics, which include the themes of Freshwater,
Oceans, Extreme Environments, Hazards and Disaster, Food and Health, Leisure, Sport and
Tourism, and Urban Environments. SL students will take two of these options, and HL
students will take three of these options.
Assessment:
External
 Paper 1 Patterns and Change (short answered/structured questions): 25% HL & 40%
SL
 Paper 2 Optional Themes (extended response questions): 35% HL and SL
 Paper 3 Global Interactions (extended response questions): HL only 20%
Internal
 This is based on an individual fieldwork investigation. IB Geographers will attend a
residential field course where they will collect primary data and carry out a number of
geographical skills. Students will then write-up their investigation. This will account
for 20% for HL & 25% of total assessment for SL.
22
GROUP 3: History HL & SL
History is more than the study of the past. It is the process of recording, reconstructing and
interpreting the past through the investigation of a variety of evidence. It is a discipline that
gives people an understanding of themselves and others in relation to the world, both past
and present. It is an exploratory subject that poses questions without providing definitive
answers. A study of History both requires and develops an individual’s understanding of, and
empathy for, people living in other periods and contexts.
Diploma Programme History consists of a core syllabus comprising an in-depth study of an
individual prescribed subject and the selection of two topics. Students study the major
developments of 20th Century World History. Higher Level students also study an in-depth
topic over a wider time span. The Higher Level course is particularly suitable for those
students who wish to study History or Law at university, though History at either level will
enhance your analytical skills, develop your communication skills and equip you with a
variety of skills which many universities and employers value highly.
The international perspective in Diploma Programme History provides a sound platform for
the promotion of international understanding and, inherently, the intercultural awareness
necessary to prepare students for global citizenship. Above all, it helps to foster respect and
understanding of people and events in a variety of cultures throughout the world.
Core topics include:





The causes, practices and consequences of both the First and Second World Wars.
The Civil Wars of China, Russia and Spain. The conflicts of Korea, Vietnam and the
Falklands.
Democratic states: Britain and the USA.
The origins and development of authoritarian and single-party states, Germany,
China and Italy.
Aspects of Russian History
Assessment:
External



Paper 1 (4 short answered/structured questions) – (20% HL & 30% SL)
Paper 2 (2 extended response questions) – (25% HL and 45% SL)
Paper 3 (3 extended response questions) – (HL 35%)
Internal

Historical Investigation on any part of the syllabus (20% HL & 25% SL)
23
GROUP 3: Philosophy HL & SL
What is Philosophy?
Philosophy deals with issues that are profound, complex, challenging and important for
humanity. The IB Philosophy course allows students to explore fundamental questions that
people have asked throughout human history, such as “What does it mean to be a human?”
and “How do I know what is the right thing to do?”
The emphasis is very much on doing philosophy rather than just studying the history of it.
The course requires a willingness to attempt an understanding of alternative views by
applying intellectual rigour and cultivating an open and critical mind.
What does the IB Philosophy course include?
1. Philosophical Themes




'What is a 'human' being?' – Could animals or machines be persons? Do we really
have freewill? What is the relationship between mind and body?
Political Philosophy
Philosophy of Religion
Theories and Problems of Ethics
2. Philosophical Texts
You will be studying a text from one of the following philosophers:
Plato, Rene Descartes, John Stuart Mill, Friedrich Nietzsche, Bertrand Russell
3. Internal assessment
You will produce a piece of written philosophical analysis of non-philosophical material of
your own choosing.
4. HL only: Unseen Text
You will respond to a piece of philosophical writing under examination conditions.
Assessment:
External
Standard Level
Higher Level
70% from 2 examinations papers
80% from 2 examination papers
Internal
Standard Level
Higher Level
30% from the personal study
20% from the personal study
24
GROUP 3: Psychology HL & SL
Psychology can be defined as the scientific study of the behaviour, thoughts and feelings of
humans and non-human animals.
Like all sciences psychology has the overall aim of improving the world that we live in and
experience. Psychology is gaining an understanding of factors that impact on behaviour and
will give an understanding useful for individuals trying to live fulfilling lives, and will be
increasingly important in society. It has been a huge growth area in education because
people need this knowledge and psychology plays a key role in many careers.
The IB psychology course aims to develop an awareness of how research findings can be
applied to better understand human behaviour and how ethical practices are upheld in
psychological inquiry. Students learn to understand the biological, cognitive and sociocultural
influences on human behaviour and explore alternative explanations of behaviour. They also
understand and use diverse methods of psychological inquiry.
Core Curriculum
All students study the biological, cognitive and socio-cultural levels of analysis, and at Higher
Level course also includes qualitative research in psychology. The course also includes
several optional topics, such as abnormal psychology, developmental psychology, health
psychology, psychology of human relationships and sport psychology.
The final part of the course is an experimental study; this is an enjoyable and stimulating
piece of work which requires the student to choose a topic of interest, develop their aim and
materials and then collect data which is displayed and discussed. A professional report in
the style of psychology journals is produced.
Assessment
External
Higher Level: 3 written exams worth 80% of the overall marks.
Standard Level: 2 written exams worth 75% of the overall marks.
Internal
This is the report of the student’s experimental study.
worth 20%, whilst at Standard Level it is worth 25%.
25
At Higher Level it is
GROUP 4: EXPERIMENTAL SCIENCES
Overview of courses
All IB science courses combine academic study with the acquisition of practical and
investigational skills through the experimental approach. Students learn the principles that
underpin both the physical environment and biological systems around them. These
courses cover the essential principles of each subject and, through selection of options,
allow some flexibility to tailor the course to meet the needs of the students. Throughout
these courses, students become aware of how scientists work and communicate with each
other. Students are able to enjoy multiple opportunities for scientific study and creative
inquiry within a global context.
There are 4 science courses on offer, all at Standard or Higher Level.
Entry Criteria:
Biology, Chemistry
or Physics
Design Technology
Standard Level
Higher Level
CC in Science &
BB in Science &
Additional Science
Additional Science
GCSE OR C in GCSE GCSE OR B in GCSE
Biology / Chemistry /
Biology / Chemistry /
Physics
Physics
It is preferred, but not compulsory, that you
have studied this subject or an associated
subject in Yr 11. If you have done so, then
you should have achieved a minimum of a
Grade C in that GCSE.
Notes
If you wish to study 2
science subjects, the
other can be taken
instead of a group 6
subject.
You will not be able to
study 3 sciences.
Standard or Higher Level?
Group 4 students at standard level (SL) and higher level (HL) undertake a common core
syllabus, a common internal assessment (IA) scheme and have some overlapping elements
in the options studied. While the skills and activities of science subjects are common to
students at both SL and HL, students at HL are required to study some topics in greater
depth, to study additional topics and to study extension material of a more demanding nature
in the common options. The distinction between SL and HL is one of breadth and depth. If
you wish to continue your studies in science, or a science related area, you should take HL
science courses.
26
GROUP 4: Biology HL & SL
Biology is the study of life in all of its various forms ranging from simple viruses and bacteria
to more complex animals and plants. The scientific exploration of the world around us has
immediate relevance to our lives today and the diversity of life that has been and is still being
discovered ensures that the field of Biology will continue to grow with infinite potential.
The aim of the Biology course is to develop a broad and thorough understanding of the
principles of living organisms. To do this, the course aims to integrate theory and knowledge
with student investigation and inquiry. There are four basic biological concepts that run
throughout the course; Structure and function, Universitality versus diversity, Equilibrium
within systems and Evolution. In addition, a large emphasis is placed on the development of
investigative, analytical and application skills and it is hoped that students will develop the
skills to collaborate and communicate their findings as other scientists do.
Apart from being a subject worthy of study in its own right, Biology is a prerequisite for many
other courses in higher education, such as medicine, veterinary science, dentistry and many
other health related courses, and also serves as useful preparation for employment.
Core topics include:
Cells, Chemistry of life, Genetics, Ecology and evolution, Human health and physiology and
Statistical analysis.
All students will also study two optional topics which can include topics such as Human
nutrition and health, Physiology of exercise, Cells and energy, Evolution, Neurobiology and
behaviour, Microbes and biotechnology, Ecology and conservation, Further human
physiology.
As part of the course all students spend a significant amount of time doing experimental
work in the laboratory. An important and extremely enjoyable part of this is the Group 4
project, which involves the exchange of ideas with other science students on a project of the
students’ choice.
Assessment:
External
76% from 3 examinations
Internal
24% from 2 lab reports completed during the duration of the course.
27
GROUP 4: Chemistry HL & SL
Chemistry is an experimental science that combines academic study with the acquisition of
practical and investigational skills. It is called the central science, as chemical principles
underpin both the physical environment in which we live and all biological systems.
Throughout this challenging course, students become aware of how scientists work and
communicate witheach other. Further, students enjoy multiple opportunities for scientific
study and creative inquiry within a global context. In addition to studying the academic
subject, students gain an awareness of the moral, ethical, social, economic and
environmental implications of using science and technology, and develop an appreciation of
the possibilities and limitations associated with science and scientists. Apart from being a
subject worthy of study in its own right, chemistry is a prerequisite for many other courses in
higher education, such as medicine, biological science and environmental science, and
serves as useful preparation for employment.
Core curriculum:
All students study a core curriculum which includes Quantitative chemistry, Atomic
structure, Periodicity, Bonding, Energetics, Kinetics, Equilibrium, Acids and bases, Oxidation
and reduction, Organic Chemistry, and Measurement and data processing. Additionally,
students study optional topics, which will include two out of subjects such as Modern
analytical chemistry, Human biochemistry, Chemistry in industry and technology, Medicine
and drugs, Environmental chemistry, Food chemistry, and Further organic chemistry.
Options will be chosen through discussion between tutor and students.
As part of the course all students spend a significant amount of time doing experimental
work in the laboratory. An important and extremely enjoyable part of this is the Group 4
project, which involves the exchange of ideas with other science students on a project of the
students’ choice.
Assessment:
External
76% from 3 examinations
Internal
24% from 2 lab reports completed during the duration of the course.
28
GROUP 4: Design Technology HL & SL
Design Technology is concerned with acquiring and using technological knowledge to
make people’s lives easier and more rewarding. Technological knowledge is developed
through design and the design process is explored thoroughly throughout the course.
Design and Technology is multidisciplinary and dovetails very neatly into the IB ethos of a
wide ranging yet interrelated curriculum. It is also an international endeavour in the respect
that to work effectively, ideas and technological developments have to be shared and are
enhanced through collaboration. Therefore the Design Technology course emphasises
creativity, innovation, open-mindedness and freedom of thought. Consequently, through the
continued application of planning, researching, developing, making and evaluating skills the
students are encouraged to create better products and thereby enhance people’s lives.
IB Design technology employs a wider range of mathematical skills and a more data
dependent technique than at A Level, however the broader curriculum studied at IB ably
supports this approach. This course aims to provide the student with opportunities to
experience;





the collection of data from many sources
a deep understanding of the design process
innovation and creativity in the suggestion of outcomes
modelling skills (graphical and three-dimensional)
manipulative skills and personal skills.
Core Topics include:
Design process, Product innovation, Green design, Materials, Product development, Product
design, Evaluation. All students also study CAD/CAM.
As part of the course all students spend a significant amount of time doing experimental
work. An important and extremely enjoyable part of this is the Group 4 project, which
involves the exchange of ideas with other science students on a project of the students’
choice.
Assessment:
External
64% from 3 examinations
Internal
18% - from 4 (SL) or 5 (HL) internal assessment projects and a Group 4
project
18% - Design project (students own choice).
29
GROUP 4: Physics HL & SL
Physics is the most fundamental of the experimental sciences, as it seeks to explain the
universe itself. Alongside the growth in our understanding of the natural world, perhaps the
more obvious and relevant result of physics to most of our students is our ability to change
the world. This is the technological side of physics, in which physical principles have been
applied to construct and alter the material world to suit our needs, which has had a profound
influence on the daily lives of all human beings – for good or bad.
The IB Physics courses aim to develop a thorough grounding in both theory and
experimental techniques, which complement each other as they do in the wider scientific
community. Higher Level students develop a high level of mathematical sophistication; and
learn to complete extended calculations, but as all IB students study Mathematics this
should be seen as an advantage. Higher Level Physics ideally leads to studying a Physics
related course at University, which would require students to also study Higher Level Maths.
Standard Level students also learn good problem-solving skills, which would benefit them in
any future career.
Core curriculum:
All students study a core curriculum which includes Mechanics, Thermal Physics,
Oscillations and Waves, Electric Currents, Fields and Forces, Atomic and nuclear physics,
Energy, Power, and Climate Change. Additionally, students study optional topics, which
could include subjects such as Medical Physics, Astrophysics, Particle Physics and
Relativity.
As part of the course all students spend a significant amount of time doing experimental
work in the laboratory. An important and extremely enjoyable part of this is the Group 4
project, which involves the exchange of ideas with other science students on a project of the
students’ choice.
Assessment:
External
76% from 3 examinations
Internal
24% from 2 lab reports completed during the duration of the course.
30
GROUP 5: MATHEMATICS
Overview of Courses
All students studying on the IB Diploma Programme must take a course in Mathematics. The
different courses reflect the differing needs and abilities of students, who should base their
choice on their current achievement level and their need for maths in their future studies.
Mathematical
Studies SL
Mathematics
SL
Mathematics
HL
This course is available at SL only, and 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. This course
consolidates and builds on the fundamental skills learnt at GCSE.
Entry Criteria: C in GCSE maths
This course is ideal for students who expect to need a sound mathematical
background as they prepare for future studies in subjects such as
chemistry, economics, psychology and business administration. This
course needs you to be able to apply simple mathematical techniques
correctly.
Entry Criteria: B in GCSE maths
This course caters for students who are expecting to include mathematics
as a major component of their university studies, either as a subject in its
own right or within courses such as physics, engineering and technology.
On this course, students will need to be competent in a range of analytical
and technical skills, and should enjoy meeting mathematical challenges
and engaging with problems.
Entry Criteria: A in GCSE maths
At all levels, the IB maths courses will enable students to:









develop logical, critical and creative thinking
develop an understanding of the principles and nature of the subject
employ and refine their powers of abstraction and generalization
develop patience and persistence in problem-solving
appreciate the consequences arising from technological developments
transfer skills to alternative situations and to future developments
communicate clearly and confidently in a variety of contexts
appreciate the multiplicity of cultural and historical perspectives of mathematics,
including the international dimension of Mathematics.
to enjoy the courses and develop an appreciation of the elegance, power and
usefulness of the subject
31
GROUP 5: Mathematical Studies SL
The Mathematical Studies course, available in standard level only, is for students with varied
backgrounds and abilities. This course consolidates and builds on the fundamental skills
learnt at GCSE, and 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.
Core Curriculum
The course concentrates on Mathematics that can be applied to contexts related to other
subjects being studied and common real-world occurrences:








Introduction to the graphic display calculator
Number and algebra
Sets, logic and probability
Functions
Geometry and trigonometry
Statistics
Introductory differential calculus
Financial mathematics
In addition, students must produce a project—a piece of written work based on personal
research, guided and supervised by the teacher. The project provides an opportunity for
students to carry out a mathematical investigation in the context of another course being
studied or another interest, using skills learned before and during the course.
The nature of Mathematical Studies means that less formal, shared learning techniques can
be more stimulating and rewarding for students. Lessons will use an inquiry-based
approach, starting with practical investigations where possible, followed by analysis of
results and leading to the understanding of a mathematical principle and its formulation into
mathematical language.
Assessment
External:
80% from 2 examinations
Internal:
20% from the project
32
GROUP 5: Mathematics SL
The Mathematics Standard Level course is for students who have knowledge of basic
mathematical concepts and are able to apply simple mathematical techniques correctly. It is
particularly suited to students who require a sound mathematical background for future
studies in subjects such as chemistry, economics, psychology and business administration.
The course is suitably challenging as it represents a subset of the Mathematics Higher Level
curriculum.
Students will be introduced to important mathematical concepts through the development of
mathematical techniques in a way that emphasizes subject comprehension rather than
mathematical rigour. Students will be encouraged to apply their acquired mathematical
knowledge to solve realistic problems.
Core Curriculum
The course focuses on developing important mathematical concepts in a comprehensive,
coherent and rigorous way through a balanced approach. The topics covered are:







Algebra
Functions and equations
Circular functions and trigonometry
Matrices
Vectors
Statistics and probability
Calculus
In addition to the core syllabus, students must complete two portfolio projects in which they
develop their investigative and modelling skills.
The Mathematical Investigation portfolio task requires each student to identify and
investigate some sort of pattern, formulate a formal conjecture to describe the pattern and
provide a formal mathematical proof of the conjecture.
The Mathematical Modelling portfolio task requires each student to develop a mathematical
model to accurately describe a given scenario and make predictions about future trends
relating to the scenario.
Assessment
External:
80% from 2 examinations
Internal:
20% from 2 portfolio tasks
33
GROUP 5: Mathematics HL
The Mathematics Higher Level course is for students with a strong background in
Mathematics and competence in a range of analytical and technical skills. Students will be
likely to include Mathematics as a major component of university studies—either in its own
right or within courses such as Physics, Engineering or Technology. Others may take this
subject because they have a strong interest in Mathematics and enjoy meeting its
challenges and engaging with its problems.
Students are encouraged to apply their mathematical knowledge to solve problems set in a
variety of meaningful contexts and to justify and prove results. Students develop insights into
mathematical form and structure and become intellectually equipped to appreciate the links
between concepts in different topic areas. They will also be urged to develop the skills
needed to continue their mathematical growth in other learning environments.
Core Curriculum
The course focuses on developing important mathematical concepts in a comprehensive,
coherent and rigorous way through a balanced approach. These topics covered are:







Algebra
Functions and equations
Circular functions and trigonometry
Matrices
Vectors
Statistics and probability
Calculus
In addition, one option topic from the list below will be studied:




Statistics and probability
Sets, relations and groups
Series and differential equations
Discrete mathematics
Finally, students must complete a portfolio project in which they develop their investigative
and modelling skills.
Assessment
External:
80% from 2 examinations
Internal:
20% from one investigation
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GROUP 6: THE ARTS, OR SECOND SUBJECT FROM GROUPS 2, 3, or 4
Overview of Courses
Through studying the Arts, students become aware of how artists work and communicate.
Visual Arts allows students to explore personal themes, express these in an appropriate
context, and is a course that favours studio work.
The other option in Group 6 is to study a second subject, at standard or higher level, from
groups 2, 3, or 4. This option allows students who wish to have a particular focus to shape
the IB Diploma to meet their needs.
There are 2 options on offer, both at standard and higher level.
Subject
Entry criteria
Standard
Higher
Visual
C in Art GCSE
C in Art GCSE
Art
Another Group 2, 3, or 4 subject, at either Standard or
Higher Level
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Notes
E.g. a potential Doctor can
study a 2nd science, or a
potential Lawyer can study a
2nd group 3 subject
GROUP 6: Visual Art SL & HL
The impulse to make art is common to all people. From earliest times, human beings have
displayed a fundamental need to create and communicate personal and cultural meaning
through art. Visual arts continually create new possibilities and can challenge traditional
boundaries. This is evident both in the way we make art and in the way we understand what
artists from around the world do. Theory and practice in visual arts are dynamic, ever
changing and connect many areas of study and human experience through individual and
collaborative production and interpretation.
The IB visual arts course enables students to engage in both practical exploration and
artistic production, and in independent contextual, visual and critical investigation. The
Higher Level course is designed to enable students to study visual arts in higher education
and whilst the Standard Level course welcomes those students who seek life enrichment
through visual arts.
Core Curriculum
The practical work will be based on exploring many different media including different types
of drawing, digital photography, painting in watercolour, acrylic and oil, printmaking, textiles
and pottery. Alongside this practical exploration students will be studying aspects of
European art history, reflecting on the process of learning and they will have the option of
investigating a topic of special interest.
The Higher Level course covers a broader range and more contemporary subject matter
both in research and creative lessons.
All students will need to relate their study of visual art to relevant aspects of the theory of
knowledge (TOK), reflecting on the process of learning in this subject area; and making
connections with other academic areas.
Assessment
Students are assessed on both studio and investigative work.
Studio work involves practical exploration and artistic production, so an enjoyment of
producing and investigating different media is important.
Investigation work involves independent contextual, visual and critical investigation and
reflection, both visual and written. This will relate to the study of art history, so students need
to have an interest in how and why art has changed over the years.
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