1. education
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SUIS Gubei 2013 – 2015 IBDP Handbook
IB Diploma Programme
Subject Selection Booklet
For 2013 – 2015
SHANGHAI UNITED
INTERNATIONAL SCHOOL
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SUIS Gubei 2013 – 2015 IBDP Handbook
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.
International Baccalaureate Organization 2006
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Dear Grade 10 Students and Parents/Guardians,
You are facing an important decision because your education has reached a turning point.
Congratulations on your accomplishments to date.
This booklet describes the two major options you need to consider – to undertake the full IB Diploma
or to work to obtain IB Courses. Some of you may decide that neither option is for you, but it is
important that you make an informed decision so I encourage you to read on.
The International Baccalaureate is known and respected throughout the world as a passport to higher
education. However, the IB Diploma is more than an academic qualification; through its various
components students develop the knowledge, skills and confidence that not only prepares them for
university, but also serves to mold their character. In this regard, it is a worthwhile qualification in its
own right.
But, like most worthwhile things, the full IB Diploma is not easily achieved. On average, only 37%
of all IB students obtain IB Diploma each year. It is a demanding and rigorous program of study that
is not necessarily for all students. Students who may not be ready to take on the demands of the full IB
Diploma can instead choose to work towards IB Courses. Course students have more flexibility with
their courses and levels, which allows them to tailor a program to suit their individual strengths and
future plans.
By the end of Grade 10, you should have a fair assessment of your own capabilities, strengths and
interests. It is best to take on the program that is at the limit, but not beyond your potential. There is no
advantage in taking on the high demands of the full IB Diploma program if you are not 100%
committed to the program objectives. In the absence of personal motivation, the Diploma program can
lead to high levels of stress and reduced academic performance. By focusing on your strengths, and
making the right program choice, you can ensure that the next two years are spent in a challenging, and
rewarding educational experience, with opportunity for clear success in the final achievement.
Until now, your academic program has been largely chosen for you; this may be the first time where the
decision rests on your shoulders. It is important that you realistically assess your abilities and work
ethic along with your future educational objectives so that the choice you make is one you can commit
to for the next two years.
We look forward to working with you.
Kevin Chu – DP Coordinator
[email protected]
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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 recognized a need to
create a University preparatory curriculum with high standards which would be recognized 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.
Eligibility for acceptance into Grade 11:
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 five passes (A* through C) and a minimum
of a grade ‘C’ to enter a standard level course and ‘B’ to enter a higher level course. For students who
have followed the Pre DP programme, we require a minimum of five subjects with 4 points or above
and a minimum of a grade '4' to enter a standard level course and '5' to enter a higher level course.
Students who do not meet these minimum requirements will need to re-take their IGCSE examinations
or to repeat G10 Pre DP. This may result in formal acceptance into Grade 11 the following academic
year.
Grade 11 and Grade 12 at SUIS is a place where hard work and high academic standards go hand-inhand 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 what subjects to select for the IB Diploma Programme.
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IB OPTIONS FOR STUDENTS AT SUIS
OPTION 1:
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 take IB DP exams in the
subjects that they officially register in
at the end of the two year programme.
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.
OPTION 2:
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 exams in six subjects
(three at HL and three at SL),
complete TOK, an EE, and meet all IB
CAS requirements (150 hours).
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.
Option 1: 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 access 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
SUIS 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 courses for the 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 IBO. The IB DP courses at SUIS are taught over
a two-year period and IB DP examinations are undertaken in May in the second year of the programme
(Grade 12).
Option 2: IB Diploma Candidates
Students who pursue the full IB Diploma Programme must study six subjects: three at higher level and
three at standard level. The IB DP courses at SUIS are taught over a two-year period and IB
examinations are undertaken in May in the second year of the programme (Grade 12). 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.
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The Diploma Programme
The International Baccalaureate (IB) Diploma Programme is a challenging two-year curriculum,
primarily aimed at students aged 16 to 19. It leads to a qualification that is widely recognized by the
world's leading universities. More information about the Diploma Programme can be found on the
IBO public website at www.ibo.org
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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. SUIS also expects students to undertake CAS in the first term of Grade 12, regardless if
the 150 hour requirement has already been met in Grade 11. Diploma Programme candidates are
required to keep a CAS journal and CAS reflection 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 assess 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.
The Structure of the IB Diploma Programme at SUIS
Full Diploma Programme candidates must complete the “core” requirements of the Programme: the
Extended Essay, Theory of Knowledge, and CAS. The core elements are not compulsory for the 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 subjects 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
list below shows the IB subjects that are offered at SUIS.
Group 1 Studies in Language and Literature
Chinese A: Literature – HL/SL
Chinese A: Language & Literature – HL/SL
English A: Literature – HL/SL
Group 2 Language Acquisition
English B – HL/SL
German Ab Initio- SL Only
Mandarin B – HL/SL
Mandarin Ab Initio- SL Only
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Group 3 Individuals and Societies
Business and Management – HL/SL
Economics – HL/SL
Geography – HL/SL
History – HL/SL
ITGS – HL/SL
Psychology – SL Only
Group 4 Experimental Sciences
Biology – HL/SL
Chemistry – HL/SL
Physics – HL/SL
Group 5 Mathematics & Computer Science
Math HL
Math SL
Math Studies – SL Only
Group 6 The Arts
Music – HL/SL
Visual Arts – HL/SL
OR
An additional subject from group 1, 2, 3 or 4
IMPORTANT: Some courses may not be opened due to insufficient student enrolment (minimum 6
students). In addition, it is not always possible to accommodate all course preferences due to
scheduling conflicts.
Distinctions between Standard Level and Higher Level Subjects
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.
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.
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Internal Assessment (IA) vs External Assessment (May 2015 Exams)
1) Internal Assessment (20-30% of the Total 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 balance any
unexpectedly low exam results.
2) External Assessment (70 to 80% of the Total 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.
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 classes. 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 ten 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
•
•
•
•
•
•
a score of “2” in any HL subject
two or more “2” grades in any SL subject
less than 12 total points in their HL subjects
fewer than 9 total points in their SL subjects
an “E” in either the Theory of Knowledge or Extended Essay
The candidate has found guilty of malpractice by the IBO
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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 = Work of an excellent standard
B = Work of a good standard
C = Work of a satisfactory standard
D = Work of a mediocre standard
E = 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.
A student who fails to submit an extended essay will be awarded N for the extended essay, will score
no points, and will not be awarded a diploma.
Performance in both the extended essay and theory of knowledge of an elementary standard is a failing
condition for the award of the diploma.
* From 2010 onwards, 28 points overall will be required to be eligible for the diploma if a student
attains an “E” grade in either the extended essay or theory of knowledge. As previously, 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 continues to represent an automatic failure.
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SUBJECT
INFORMATION
IB DIPLOMA
PROGRAMME
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Group 1: Studies in Language and Literature
Language A: Language and Literature HL/SL) - Chinese
Prerequisites: HoD's recommendation is required
IGCSE First Language C for SL; B or above for HL
Pre DP First Language 4 for SL; 5 or above for HL
This course is intended for native or near native speakers. Students who achieve Grades C to A* in 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.
Language A: language and literature 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 70%
Paper 1 Textual analysis 25%
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 25%
SL 1 hour 30 minutes
HL 2 hours
Written assignment Coursework 20%
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 30%
Oral commentary
SL/HL 15 minutes: literary commentary 15%
SL/HL Group or class oral; individually assessed 15%
Teacher to speak to: Ms Yang Hu
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Language A: Literature HL/SL – Chinese, English or other Languages
Prerequisites: HoD's recommendation is required
IGCSE First Language C for SL; B or above for HL
IGCSE Literature C for SL; B or above for HL
Pre DP First Language 4 for SL; 5 or above for HL
This course is intended for native or near native speakers. Students who achieve Grades C to A* in First
Language courses are suitable 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 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
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
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 for Option 1
HL Three works are chosen for Option 1
Assessment:
External assessment SL/HL 70%
Paper 1 Guided Literary analysis 20%
SL 1 hour 30 minutes
HL 2 hours
Paper 2 Literary essay 25%
SL 1 hour 30 minutes
HL 2 hours
Written assignment Coursework 25%
SL/HL 1,200–1,500 words
Oral assessment SL/HL 30%
Oral commentary:
SL/HL 10/20 minutes literary commentary 15%
Oral presentation
SL/HL 10–15 minutes: individual presentation 15%
Teachers to speak to: Mr Kevin Dumble for English, Ms Yang Hu for Chinese, Mr Kevin Chu for all
other Languages.
Group 2: Language Acquisition
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Group 2: Ab initio SL subject only – German, Mandarin or other Languages
The language Ab initio course is designed for students with little or no prior experience of the language they
wish to study.
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-Neighbourhood-Physical GeographyTown and
Services-Weather)
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: 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 100-word rationale, based on the
core.
HL: creative writing of 500-600 words plus a 150 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: Mr Kevin Dumble for German, Ms Yang Hu for Mandarin and Mr Kevin Chu for
other Languages.
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Group 2: Language B HL/SL – English B, Mandarin B
Prerequisites: HoD's recommendation for HL is required
IGCSE English C for SL; B or above for HL
IGCSE Literature B or above for HL
Pre DP English 4 for SL; 5 or above for HL
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.
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: 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 100-word rationale
HL: creative writing of 500-600 words plus a 150 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: Mr Kevin Dumble for English, Ms Yang Hu for Mandarin
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Group 3 Individuals and Societies
Group 3: Business and Management HL/SL
Prerequisites:
IGCSE Business Studies C for SL; B or above for HL
Pre DP Business Studies 4 for SL; 5 or above for HL
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
Topic 6: Business strategy (HL only)
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 Morten Wincent
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Group 3: Economics HL/SL
Prerequisites:
IGCSE English C for SL; B or above for HL
Pre DP English 4 for SL; 5 or above for HL
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. English language proficiency is required.
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: Mr Kevin Chu
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SUIS Gubei 2013 – 2015 IBDP Handbook
Group 3: Geography HL/SL
Prerequisites:
IGCSE Geography & English C for SL; B or above for HL
PreDP Geography & English 4 for SL; 5 or above for HL
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 Diploma 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 Grade 11.
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, Oceans and their Coastal Environments.
· Optional Themes for HL – 3 must be studied: Freshwater – Issues and Conflicts, Oceans and their Coastal
Environments, The Geography of Food and Health are the current units we deliver here at SUIS.
· 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:
Standard Level
External assessment 75% 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.
Internal assessment 25%
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
External assessment 80% 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.
Internal assessment 20%
Fieldwork leading to one written report of 2500 words. The fieldwork should be hypothesis-based and related
to a theme in the syllabus
Teacher to speak to: Mr Richard Riches
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SUIS Gubei 2013 – 2015 IBDP Handbook
Group 3: History HL/SL
Prerequisites: Previous studies of IGCSE History is required.
IGCSE English First Language C, IGCSE History C for SL
IGCSE English First Language B, IGCSE History B for HL
Course Description:
History in the IBDP 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
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.
Internal assessment 20 %
Historical investigation (coursework)
SL Assessment
External assessment 75 % Two 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.
Internal assessment 25 %
Historical investigation (coursework)
Teacher to speak to: Mr Richard Riches
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SUIS Gubei 2013 – 2015 IBDP Handbook
Group 3: Information Technology in a Global Society (ITGS) HL/SL
Prerequisites:
IGCSE ICT C for SL and B or above for HL
Pre DP ICT 4 for SL and 5 or above for HL
Both HL and SL candidates should be proficient in the use of Database, Spreadsheet, Desktop Publishing,
Digital Imaging and related multimedia software.
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 nano-robots,
patient records, medical information and advice on the Internet, game addiction, e-waste, safe use of IT
equipment, and more.
Assessment:
Higher Level
External assessment 80% 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.
Internal assessment 20 % One Project:
· An IT solution to a problem set in a social context.
Standard Level
External assessment 70% Two written papers:
· Paper 1 (40%): Three structured questions.
· Paper 2 (30%): Four questions based on an unseen news article
Internal assessment 30% One Project:
· An IT solution to a problem set in a social context.
Teacher to speak to: Mr John Erwin
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SUIS Gubei 2013 – 2015 IBDP Handbook
Group 3: Psychology SL
Prerequisites:
No prior study of Psychology is required. However, an interest in human behaviour and an appetite for thought provoking
psychological information is important. A good Psychology student is a critical thinker who is willing to ask questions,
questions assumptions, evaluates evidence and tolerates 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. IGCSE English C or above.
Course Description:
Psychology is defined as ‘the scientific study of behaviour 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 behaviour.
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 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 behaviour. 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 Weighting
External assessment (3 hours) 75%
Paper 1 (2 hours) 50%
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) 25%
Fifteen questions on part 2 of the syllabus. Students choose one question to answer in essay form (22 marks).
Internal assessment 25%
A report of a simple experimental study conducted by the student
Teacher to speak to: Mr Kevin Chu
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SUIS Gubei 2013 – 2015 IBDP Handbook
Group 4 Experimental Sciences
Group 4: Biology HL/SL
Prerequisites:
IGCSE Science C for SL and B or above for HL, IGCSE English B or above.
Pre DP Science 4 for SL and 5 or above for HL, Pre DP English 5 or above.
It is recommended that only students who have successfully completed an IGCSE Coordinated Science B or above study
Biology at Higher level. Many students who have not done IGCSE Coordinated Science cope well studying the course at
Standard level. However, their approach to study, characterized by the specific IB learner profile attributes—inquirers,
thinkers and communicators—will need to be significant. English language proficiency is recommended.
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 CO 2 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 Grade 11, after the end
of year examinations. The location for the trip in 2014 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.
Assessment:
Higher Level
External assessment 76% 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
Internal assessment 24% Practical investigations (60 hours) which are assessed using 5 assessment criteria:
· Design
· Data collection and processing
· Conclusion and evaluation
· Manipulative skills
· Personal skills
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SUIS Gubei 2013 – 2015 IBDP Handbook
Standard level
External assessment 76% 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
Internal assessment 24% Practical investigations (40 hours) which are assessed using 5 assessment criteria:
· Design
· Data collection and processing
· Conclusion and evaluation
· Manipulative skills
· Personal skills
Teacher to speak to: Mr Paul Layton
Group 4: Chemistry HL/SL
Prerequisites:
IGCSE Science C for SL and B or above for HL
Pre DP Science 4 for SL and 5 or above for HL
It is recommended that only students who have successfully completed an IGCSE Coordinated
Science study IB Chemistry at Higher level. Many students who have not done IGCSE Coordinated Science
cope well studying the IB course at Standard level. However, their approach to study, characterized by the
specific IB learner profile attributes—inquirers, thinkers and communicators—will need to be significant.
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 Grade 11, after the end
of year examinations. The location for the trip in 2014 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:
Higher Level
External assessment 76% 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
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SUIS Gubei 2013 – 2015 IBDP Handbook
Internal assessment 24% 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
External assessment 76% 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
Internal assessment 24% Practical investigations (40 hours) which are assessed using 5 assessment criteria:
· Design
· Data collection and processing
· Conclusion and evaluation
· Manipulative skills
· Personal skills
Teacher to speak to: Mr Paul Layton
Group 4: Physics HL/SL
Prerequisites:
IGCSE Science C for SL and B or above for HL, IGCSE Maths B or above.
Pre DP Science 4 for SL and 5 or above for HL, Pre DP Maths 5 or above.
It is recommended that only students who have successfully completed an IGCSE Coordinated Science with a grade
B or higher study IB Physics at Higher level. Many students who have not done IGCSE Coordinated Science cope
well studying the IB course at Standard level. However, their approach to study, characterized by the specific IB
learner profile attributes—inquirers, thinkers and communicators—will need to be significant. Mathematics
competency is recommended.
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.
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SUIS Gubei 2013 – 2015 IBDP Handbook
GROUP 4 science project:
All science students must complete a Group 4 science project that is scheduled at the end of Grade 11, after the end of
year examinations. The location for the trip in 2014 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 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.
Higher Level
External assessment 76% 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
Internal assessment 24% 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
External assessment 76% 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
Internal assessment 24% Practical investigations (40 hours) which are assessed using 5 assessment criteria:
· Design
· Data collection and processing
· Conclusion and evaluation
· Manipulative skills
· Personal skills
Teacher to speak to: Mr Paul Layton
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SUIS Gubei 2013 – 2015 IBDP Handbook
Group 5 Mathematics and Computer Science
Group 5: Mathematical Studies Standard Level
Prerequisites:
IGCSE Mathematics C
Pre DP Mathematics 4
This course is accessible to students with almost any mathematical background. Students with a grade
C at IGCSE (or equivalent) should be able to cope 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 8 topics
(130 hours): Introduction to the graphic display calculator, Number and Algebra, Sets, Logic and
Probability, Functions, Geometry and Trigonometry, Statistics, Introductory differential calculus, and
Financial mathematics. 20 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%
Teacher to speak to: Dr Paul Chipman
Group 5: Mathematics Standard Level
Prerequisites:
IGCSE Mathematics B or above
Pre DP Mathematics 5 or above
Students who have studied IGCSE should have or be expecting to get at least a grade B and be
reasonably confident.
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 rigour. 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 seven topics: Algebra, Functions and Equations, Circular functions and Trigonometry,
Matrices, 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 portfolio consisting of an investigation
and a modelling task they have completed during the course.
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SUIS Gubei 2013 – 2015 IBDP Handbook
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.
Teacher to speak to: Dr Paul Chipman
Group 5: Mathematics Higher level
Prerequisites: HoD's recommendation for HL is required
IGCSE Mathematics A or above; Additional Mathematics B or above is recommended.
Pre DP Mathematics 6 or above
Students who have studied IGCSE should have or be expecting to obtain a grade A (or A*); be confident and
have a good level of mathematical knowledge.
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 seven topics: Algebra, Functions and Equations, Circular functions and Trigonometry,
Matrices, 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 (40hours); this is selected by the teacher. The final component of the course
is the portfolio (10 hours); at the end of the course students submit a portfolio consisting of an investigation and
a modelling task they have completed during 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.
Teacher to speak to: Dr Paul Chipman
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. Please contact the teachers for possible models and makes. 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.
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SUIS Gubei 2013 – 2015 IBDP Handbook
Group 6: The Arts
Group 6: Music HL/SL
Prerequisites:
IGCSE Music C for SL; B or above for HL
Pre DP Music 4 for SL; 5 or above for HL
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.
Course Description:
Throughout the course the students will:
1) Be provided with the opportunity to explore and enjoy the diversity of music throughout the world.
2) Encouraged to develop perceptual skills through diverse musical experiences. You will learn to recognize,
speculate, analyst, identify and hypothesize in relation to music.
3) Develop your knowledge creatively through composition and performance.
Course Content:
The aims of the Music course at HL and SL are to develop:
· Musical perception and analysis. You will study musical genres and styles identifying key elements of music.
You will study and analyze a prescribed piece of music. You will write a musical links investigation (MI) about
two contrasting musical cultures.
· Composition (HL ONLY). You will submit 3 compositions with a written statement indicating the processes
involved in the creation.
· Performance. You will record a variety of public performances in a group or solo.
Assessment:
Higher Level
External assessment 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
Internal assessment 50%
· Solo performance: one or more solo recitals 25%
· Composition: three contrasting compositions 25%
Standard Level
External assessment 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
Internal assessment 50%
Options:
· Solo performance: one or more solo recitals
OR
· Group performance: presentation of two public performances
Teacher to speak to: Mr Nick Aggs
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SUIS Gubei 2013 – 2015 IBDP Handbook
Group 6: Visual Arts HL/SL
Prerequisites:
IGCSE Art and Design C for SL; B or above for HL
Pre DP Art 4 for SL; 5 or above for HL
It is the recommendation that only students who have successfully completed the IGCSE course B or above
study Visual Art at Higher level.
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.
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
Assessment:
Option A
Higher Level or Standard Level
External assessment 60% Studio Work:
The student prepares a selection of his or her studio work in the form of an exhibition. The student is interviewed by their
teacher about their work. The video is then sent to the IBO to be marked.
Internal assessment 40% 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
Higher Level or Standard Level
Internal assessment 40% 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.
External assessment 60% Investigation:
The student presents selected pages of his or her investigation workbooks that have been produced during the course. The
student is interviewed by their teacher about their work. The video is then sent to the IBO to be marked.
Teacher to speak to: Ms Kay Brand
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SUIS Gubei 2013 – 2015 IBDP Handbook
请选择并于 3 月 18 日（周一）前将调查表交给班主任。
您可以在下列学校所提供的学科中()选择 6 门学科 (3 门为 HL ，3 门为 SL)
Subject
Higher Level (HL)
Group 1
语言 A：中文学
语言 A：英文学
Group 2
英文 B
德语 Ab initio (初学者)
中文 B
中文 Ab initio (初学者)
工商管理
经济学
地理
历史
信息技术在全球社会
心理学
生物学
化学
物理学
数学
数学研究
SL only
SL only
Group 3
SL only
Group 4
Group 5
SL only
Group 6
音乐
视觉艺术
学生姓名:
家长签名:
重要提示：有些课程可能无法开，由于学生人数不足（至少 6 名学生）。
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Standard Level (SL)
SUIS Gubei 2013 – 2015 IBDP Handbook
Please fill in this form and return it to your form tutor by Monday 18th 2013
Please select 6 subjects (1 from each group) that you would allow your child to study for September 2013.
Please indicate with a tick (): 3 Higher Level (HL) and 3 Standard Level (SL).
Subject
Higher Level (HL)
Group 1
Standard Level (SL)
Chinese A: Literature
English A: Literature
Group 2
English B
German Ab initio (Beginner)
Mandarin B
Mandarin Ab initio (Beginner)
Business and Management
Economics
Geography
History
Information Technology in a Global
Society (ITGS)
Psychology
SL only
SL only
Group 3
SL only
Group 4
Biology
Chemistry
Physics
Group 5
Mathematics
Mathematical Studies
SL only
Group 6
Music
Visual Arts
Your child’s name:
Parent’s Signature:
IMPORTANT: Some courses may not be opened due to insufficient student enrolment (minimum 6 students).
In addition, it is not always possible to accommodate all course preferences for all candidates due to scheduling
conflicts.
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