1. science

Tonbridge Grammar School
IB Diploma Course Guide Entry 2015
The International Baccalaureate Diploma
The subjects listed in this booklet give a broad outline of each course. For more information please refer to
the school's website:
www.tgs.kent.sch.uk
All students study six subjects, three at Higher Level and three at Standard Level. Students choose one
subject from each of the six groups.
In addition, all students undertake the core disciplines. This includes Theory of Knowledge, an independently
researched extended essay of 4,000 words, and CAS (Creativity, Action and Service) whereby eight learning
outcomes are achieved through voluntary service.
If you have any questions, please email us at:
[email protected]
2
French
English Literature and
Performance
S H
Sports, Exercise and
Health Science
Physics
Environmental Systems
and Societies
Design Technology
Computing Science
Chemistry
Biology
Sciences
Group 4:
*
*
*
S H
Maths Studies
Mathematics
http://www.tgs.kent.sch.uk - [email protected] - (01732) 365125
You will be invited to a one-to-one guidance meeting to help you choose your individual Diploma Programme
Subject entry requirements:
All Standard Level courses require a B grade at GCSE or equivalent.
All Higher Level courses require at least an A grade at GCSE or equivalent (Please see the separate, detailed grade requirements chart)
Courses starting September 2015 will be confirmed in the Spring following processing of Sixth Form applications (this is known as the ‘Spring’ curriculum offer).
Courses with low student numbers may not run.
Due to timetabling constraints it is not possible to study both Higher Level English and Higher Level Maths
Group 5:
Mathematics
Guidance notes
Please choose:
-All3 students
subjects complete
at Higher the
Level
core: Theory of Knowledge, Creativity Action Service (CAS) and an Extended Essay
As an alternative to the Arts subjects listed in Group 6, an elective subject may be chosen from subjects marked with an asterisk in Groups 2 - 4.
Spanish ab initio
*
Psychology
Latin
Spanish
*
Philosophy
Japanese ab initio
*
*
History
*
*
Italian ab initio
Economics
Classical Greek and
Roman Studies
Geography
S H
Individuals and societies
Group 3:
S H
Group 6:
Or an elective from starred
subjects (*) from Groups 2-4
Visual Arts
Theatre Studies
Music
Film
S H
The Arts or Electives
IB Diploma Programme at Tonbridge Grammar School 2015 Entry
German
*
Chinese (Mandarin) ab initio
English Literature
H
Language acquisition
S
Group 2:
Group 1:
Studies in language and
literature
AUTUMN CURRICULUM OFFER
Subject Index
Group 1: Studies in Language and Literature

English Literature
Page 5

Literature and Performance
Page 6
Group 2: Language Acquisition

Modern Languages
Page 7

Latin
Page 9
Group 3: Individuals and Societies

Classical Greek and Roman Studies
Page 10

Economics
Page 11

Geography
Page 12

History
Page 13

Philosophy
Page 14

Psychology
Page 15
Group 4: Science

Biology
Page 16

Chemistry
Page 17

Computing Science
Page 18

Design Technology
Page 19

Environmental Systems and Societies
Page 20

Physics
Page 21

Sports, Health and Exercise Science
Page 22
Group 5: Mathematics

Mathematics
Page 23

Maths Studies
Page 24
Group 6: Arts (or Electives)

Film
Page 25

Music
Page 26

Theatre Studies
Page 27

Visual Arts
Page 28
4
English Literature
Group
1
Higher Level

Standard Level

As well as being a compulsory subject English offers a number of inter-disciplinary skills that contribute to
other subjects. English involves improving written expression, honing students’ analytical skills, learning how
to be incisive when exploring language and gaining greater confidence in delivering presentations in front of
a class.
Course content
The course involves studying texts from various genres, including novels, dramas, poetry, and non-fiction
prose. The IB course has a global context and so although we consider texts within the British Isles, we also
study literature from across the world. Therefore, as well as looking at Shakespeare and an English 18th
century novel, we also look at ‘Maus’ which is a graphic novel, and a number of texts in translation, recent
examples include: ‘Therese Raquin’, ‘Blood Wedding’ and ‘Death and the Maiden’.
The department arranges a number of theatre trips, usually involving the Drama department as well. Recent
performances include ‘Medea’, ‘Blood Wedding’, ‘The Duchess of Malfi’ and ‘Much Ado About Nothing’.
Assessment
In Year 12 all formal assessments are oral. Students do a presentation on a theme or idea from a text to the
rest of the class in December/January, and then they are recorded for a more sustained oral commentary on
a text in the summer term. These combined marks contribute to 30 per cent of their overall grade.
Year 13 begins with coursework where students have to write a 1500 word essay on a choice of world texts
that they have studied in translation. There are two exams at the end of the course; one is a paper on
unseen poetry and prose, the other is a genre paper. Here students look at a collection of texts from a
particular genre, these can be dramas, novels, non-fiction texts or poetry. At TGS, we generally opt for
drama texts for this examination paper.
37%
50%
10%
3%
30
15%
55%
30%
0
20
Level 7
Level 6
Level 5
Level 4
No. of Candidates
45
2012
24%
62%
13%
2013
Standard Level
2014
2012
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2013
Higher Level
2014
Student outcomes
2%
29%
65%
4%
49
13%
38%
41%
9%
32
25%
50%
20%
5%
20
Many of our students pursue English at undergraduate level. Alumni include a student who has just
graduated with a First Class Honours Degree from Oxford University, another one who gained a First Class
Honours Degree for Creative Writing from Exeter University. Other recent university destinations include St
Mary’s, London, St Andrews and Newcastle.
What do students say about English?
‘I was surprised by how much I enjoyed the English IB course, it has really helped me to broaden my
horizons and to consider the importance of literature in a global world.’ Adele
‘English lessons have been stimulating and challenging. I have been really pleased with the progress that I
have made.’ Molly
5
English Literature and
Performance
Group
1
Higher Level
Standard Level

The literature and performance course aims to explore the relationship between literature and theatre. The
main focus of the course is the interaction between the literary skills of close reading, critical writing and
discussion and the practical, aesthetic and symbolic elements of performance.
Course content
This course is an interdisciplinary interaction between conventional literary criticism and the practical and
aesthetic elements of performance. Poetry, prose and drama texts are explored from different angles in a way
that goes beyond what is characteristic of either literary or theatre studies as single disciplines. A distinctive
outcome of this “marriage” is the performance of a piece transformed from poetry or prose.
Assessment
Students sit two examination papers, one comparative essay on poetry studied throughout the course (such
as ‘The World’s Wife’), and one essay on a proposed performance of an extract from a novel (such as ‘The
Great Gatsby’ or ‘Jane Eyre’). Students also write a 1500 word coursework essay reflecting on their
performance of a scene from a play (such as ‘Hamlet’), and work collaboratively in the transformation of a
prose or poetry text into a dramatic performance. Students are assessed through an individual presentation
about this performance, which is 40% of their final grade. Previous texts have included ‘The Penelopiad’ and
‘The Handmaid’s Tale.’
30%
40%
30%
29%
57%
14%
10
7
2012
2013
English Literature &
Performance
Standard Level
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2014
Student outcomes
What do students say about Literature and Performance?
“I have really enjoyed the performance aspect of the course – transforming pieces of literature into theatre.
It is a different way of expressing your understanding of the text other than just writing about it.” Nancy
6
Modern Languages
Group
2
Higher Level

Standard Level

Language ab initio and language B are language acquisition courses designed to provide students with the
necessary skills and intercultural understanding to enable them to communicate successfully in an
environment where the language studied is spoken. This process encourages the learner to go beyond the
confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity.
IB Diploma Language B Specification 2014
French, German and Spanish are available at Standard or Higher Level. Students can study more than one
language. Ab Initio courses allow students to learn languages that they have not previously studied and are
offered in Italian, Spanish, Japanese and Mandarin Chinese.
All lessons are taught almost exclusively in the target language. A wide range of trips and exchanges are
offered to foster wider cultural interest and develop an appreciation of the opportunities that language
learning brings and there are lunchtime clubs and support sessions that run throughout the year.
Course content
Standard and Higher Level: Three core topics and a choice from five options. An example programme of
study would include: Social Relationships, Communications and Media, Global Issues, Cultural Diversity and
Customs and Traditions.
Ab Initio: Three themes which cover twenty topics – Individual and Society, Leisure and Work, Urban and
Rural Environment.
Assessment
Standard and Higher Level: Assessment is both External (70%) and Internal (30%). There is a written paper
(two for Higher Level students), a reading paper and two speaking assessments – one individual and one
conducted in a group.
In addition, there is a coursework element for both Standard and Higher Level students. Higher level
students write a creative response to a work of literature they have studied while Standard Level students
write about one of the core topics studied.
Ab initio: Assessment is both External (75%) and Internal (25%). There is a written paper, a reading paper,
a piece of written coursework - in which students explore cultural similarities and differences - and a
speaking assessment.
Student Outcomes
1
Higher Level
Level 7
Level 6
Level 5
Level 4
No. of Candidates
45%
27%
9%
18%
11
38%
44%
13%
6%
16
38%
31%
31%
2012
3
2013
2
2012
100%
2013
50%
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2014
100%
2012
50%
Standard Level
2014
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2013
Higher Level
2014
German:
23%
69%
8%
13
25%
75%
33%
33%
33%
4
3
7
2012
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2013
16
Standard Level
2014
French:
11%
50%
33%
6%
18
13%
63%
25%
45%
45%
9%
8
11
Level 6
27%
54%
Level 5
18%
100%
Level 7
43%
14%
Level 6
57%
57%
Level 5
11
13
6
No. of Candidates
Italian
2013
2012
No. of Candidates
29%
Level 4
2014
Level 4
2012
46%
2013
55%
Standard Level
2014
2013
Level 7
2012
Higher Level
2014
Spanish:
Spanish
Level 7
Level 6
Level 5
Level 4
No. of Candidates
6%
35%
29%
29%
17
13%
25%
25%
38%
8
14
7
2013
2012
75%
25%
4
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2014
Ab initio courses
13%
38%
50%
33%
58%
8%
100%
16
12
1
Many students from TGS continue their study of modern and classical languages at the country’s best
universities. In 2013 eleven students started courses at Cambridge, Oxford, Durham, King’s College, Exeter,
Bristol, Leeds, UEA and the University of London Institute in Paris.
What do students say about languages?
“Learning languages means that we can go anywhere in the world and meet so many new people. At TGS
especially, we develop our communication and presentation skills in class, preparing us for future life.”
Lizzie
“Lessons are largely made up of speaking the language and this helps with your ability in the subject but
also in wider public speaking and communication skills.” Hannah
“I plan to study languages at university and IB Higher Level has really helped me prepare for more advanced
study.” Taylor
“Taking French at TGS has given me the chance to take part in a bilingual Model United Nations conference
in Geneva which helped me to develop my confidence in English and French as well as my awareness of
international issues.” Ella
8
Latin
Group
2
Higher Level

Standard Level

IB Latin is open to students who have a GCSE in Latin. IB Latin is very similar to GCSE but with translation,
literature and source work so students who enjoyed GCSE will find even more enjoyment in the diploma!
Course content
HL and SL students study together in the same class. Half the lessons are given over to language revision,
consolidation and extension. Students are given regular vocabulary and grammar tests as well as working
both collaboratively and independently on a variety of prose and poetry translation passages. Literature
lessons involve working through the texts, translating collaboratively and analysing the style and meaning of
the poems. Students are regularly tested on their knowledge of the passages as well as on exam style
questions. Higher Level students have some separate lessons to work on their additional literature. The
research dossier is completed over several weeks at the end of Year 12 and gives students free choice over
an aspect of the classical world they wish to investigate.
We are striving for a fully enriched Classical education with extracurricular events tailored specifically to our
students. Students may opt to go on the visit to Pompeii in April of Year 12. This year our students have had
opportunities to enter Oxbridge reading, translation and essay competitions and attend talks by Oxbridge
professors both in school and at the respective universities. There was also a theatre trip to see Euripides’
Medea in London.
Assessment
Study of the Language
Study of Literature
Translation, comprehension,
scansion and analysis of
texts in 2 genres: Poetry
(Catullus) & Epic (Virgil
Aeneid 1)
External exam in Year 13
45% of total grade
2 passages of translation
given (Cicero and Ovid)
Candidates choose 1
Dictionaries are permitted
External exam in Year 13
35% of total grade
Individual Study
Research dossier of primary
evidence, question chosen
by the student.
1000-1500 words.
Internal Assessment
20% of total grade
100%
7
4
3
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2012
75%
25%
2013
86%
14%
Standard Level
2014
2012
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2013
Higher Level
2014
Student Outcomes
50%
50%
50%
50%
100%
4
6
2
IB Latin students have aspirations to study variety of subjects at university including English, History,
Philosophy, Law, Film, Art, Sciences and Languages; as well as Classics. All find having studied Latin they
stand out from the crowd and can use either the skills, content or both directly in their studies.
In 2014 two students successfully gained places at Oxbridge to read Classics, with several others getting into
Oxbridge with other subjects.
What do students say about latin?
“I've been so lucky to study Latin at TGS - the transition from GCSE to IB was made really smooth, and the
smaller class size in the sixth form meant that lessons were informal and tailored to our individual needs.
TGS has amazing Latin teachers, and thanks to their (tireless) patience it's easy to get extra help if you need
it. Whether you're just after an ancient language for the IB or you're looking at a career in Classics, the
support on offer is incredible, and you'll be part of one of the friendliest departments in the school!”
Katharine
9
Classical Greek and Roman
Studies
Group
3
Higher Level
Standard Level

CGRS embodies the main focus of the IB diploma programme: internationalism and interdisciplinary learning.
Our students become confident and inquisitive, able to discuss the morals of the ancient world and make
comparisons with events happening around the world today. CGRS draws together skills that students use in
many other subjects, consequently making it a dynamic, thought-provoking and challenging subject.
Course content
Year 12: Thucydides’ The Peloponnesian War, Greek and Roman Epic poetry
Students focus on analysis of small passages of historical and poetic natures. This requires students to
evaluate the provenance of the sources and criticise their literary features. They are required to compare and
contrast different authors and time periods in order to draw conclusions.
Year 13: Greek and Roman Tragedy, Augustan Rome
In the second year the course is centred on developing essay skills. Students present an argument which is
justified with detailed knowledge of the texts and structured in a logical manner. Students explain their
conclusions and make reference to the context of the material studied to inform their judgements.
We are striving for a fully enriched Classical education with extracurricular events tailored specifically to IB
students. Some may opt to go on the visit to Pompeii in April of Year 12. In 2013-14 students have had
opportunities to enter Oxbridge essay competitions and attend talks by Oxbridge professors both in school
and at the respective universities. There was also a theatre trip to see Euripides’ Medea.
Assessment
There are two external examinations in Year 13 and an internal assessment consisting of a research dossier
of primary evidence, question chosen by the student.
17%
Level 6
67%
Level 5
17%
2012
Level 7
2013
Standard Level
2014
Student Outcomes
Level 4
No. of Candidates
6
What do students say about CGRS?
“I chose to do CGRS because I wanted to try something new and really enjoyed studying for sources and
literature papers in GCSE Latin. At first I found the course difficult but over the past year, I have come to
enjoy the subject more and more, particularly the Greek and Roman epic. I am also really enjoying doing the
research for my dossier on how the Ancient Egyptians influenced Roman culture. Studying CGRS definitely
inspired me to choose Classics at university because there are so many aspects, such as Ancient Greek and
Roman literature, history and culture that you can study which really appeals to me as I have a wide range
of interests.” Georgina
10
Economics
Group
3
Higher Level

Standard Level

Economics is a subject that changes every day and where we can debate issues that really matter to
students, from university fees to why footballers are (perhaps) not overpaid!
Economics develops a wide range of skills including structuring an effective argument, cogent writing,
quantitative skills, integrating theory and practice and, most of all, a spirit of enquiry about how the world
works. Studying Economics will help students understand the issues that lie behind news stories, equip them
for debate and help them see aspects of the world in a new – and possibly, more critical – way.
Course content
Year 12: micro and macroeconomics. Higher Level includes the Theory of the Firm.
Year 13: international and development economics. Higher Level includes a quantitative element delivered
across the two years of the course.
Students participate in a range of activities – these include a mixture of competitions, practical projects such
as investigating market structures at Camden Lock Market and visits, for example to businesses, factories
and museums.
Assessment
Students are assessed by written examinations (three for Higher Level, two for Standard Level) and an
internal assessment comprising of three commentaries on recent news stories about economic issues.
Level 6
26%
46%
Level 5
35%
23%
100%
Level 4
No. of Candidates
Level 7
17%
50%
Level 6
67%
50%
Level 5
17%
2012
31%
2013
39%
Standard Level
2014
2013
Level 7
2012
Higher Level
2014
Student Outcomes
Level 4
23
13
3
No. of Candidates
6
2
Economics is a popular subject for Extended Essays, with 5 of 7 essays graded A and B in 2013.
An increasing number of students go on to study Economics and related courses such as Business,
International Relations, Politics and Philosophy at university. A recent student gained a place for Economics
at Trinity College, Cambridge and current students are applying for LSE, Oxford, Durham, Exeter, Bristol and
Leeds, among other destinations.
What do students say about Economics?
“This is the best thing I’ve ever done on a Monday morning!” Jessica
“I thought the competition was a great experience in which we could put ourselves in the shoes of business
executives and we definitely learnt a lot about decision making and time management” Kriti
11
Geography
Group
3
Higher Level

Standard Level

Geography is a study of the world around us and considers some of the major issues of our time: from
globalisation to global warming. A key feature of the course is the interaction between people and the
environment. It is often seen as an important bridging subject between the arts/humanities and the
sciences.
Course content
At Higher Level students cover core units: population in transition, disparities in wealth and development,
patterns in environmental quality and sustainability and patterns in resource consumption, plus three option
units currently Freshwater, Extreme Environments, and Hazards and Disasters. There is also a Higher Level
extension on Global Interactions.
At Standard Level, students will cover the same core and two of the option units.
Assessment
Higher Level students have three written papers plus coursework.
Standard Level students have two written papers plus coursework.
Coursework is based on a single piece of fieldwork based enquiry and is worth 20% of Higher Level and 25%
of Standard Level.
63%
38%
23
17
8
Level 7
Level 6
Level 5
Level 4
No. of Candidates
33%
33%
33%
50%
50%
3
2
2012
47%
41%
12%
2013
30%
61%
9%
Standard Level
2014
2012
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2013
Higher Level
2014
Student Outcomes
40%
60%
5
A number of students study the subject as a joint degree or go on to study related subjects such as Geology,
Environmental Science and tourism. Geography is also seen as a good supporting subject for Medics.
What do students say about Geography?
“Initially I chose to study Geography as one of my Higher Level subjects because of the broad nature of the
course which encompassed human and physical geographies. I particularly enjoyed studying North Korea,
something that seemed particularly pertinent as at the time they were threatening to unleash nuclear
weapons on the world! I also found that studying Geography was very useful in my other subjects; it gave
me background for some of the world literature we studied in English and in Economics there was a cross
over of some of the material. The quality of teaching was also very high and the lessons were engaging,
thought-provoking and full of debate.” Hannah
"I chose to study geography as part of the IB because it was a subject I had always liked at school and the
IB course looked really interesting, particularly how you learnt about geography from an international
perspective. Over the two years we covered so much and the teachers made the lessons interesting by using
current news stories for case studies. We went into the final exams feeling really prepared and I would
definitely recommend the subject to everyone!" Emily
12
History
Group
3
Higher Level

Standard Level

History is a subject with relevance and resonance in today’s events, giving the context necessary to achieve
understanding. History taps into interests in language, literature, cartoons, photography and their uses and
abuses as evidence. It also provides students with a wealth of transferable skills, such as the ability to sift
through evidence and reach a balanced judgement: these skills are invaluable in a range of work from law to
journalism, the civil service to research. History graduates can be found in a range of high profile roles,
including Cabinet members, top civil servants and barristers.
Course content
At Standard Level, students take a source-based course on the inter-war years, 1918-1936; and an essaybased course on wars and warfare in the 20th century and on the Cold War.
At Higher Level, students take the Standard Level options and an additional paper on the History of the
Americas, focusing on independence movements, the US Civil War and the development of civil rights.
The History course is currently subject to a curriculum review by the IBO; course content will be confirmed in
January 2015.
Assessment
Content + Assessment
Paper 1: Peacemaking, Peacekeeping—International Relations 1918–36
Standard Level
30%
Higher Level
20%
Paper 2: Causes, Practices and Effects of War; the Cold War.
Paper 3: Aspects of the History of the Americas
IA (Coursework) 1500-2000 words.
45%.
N/A
25%
35%
35%
20%
5%
47%
42%
5%
19
30%
30%
40%
Level 7
Level 6
Level 5
Level 4
No. of Candidates
10
2012
2012
25%
29%
38%
8%
24
2013
2013
Level 7
Level 6
Level 5
Level 4
No. of Candidates
Standard Level
2014
Higher Level
2014
Student Outcomes
50%
50%
80%
20%
30%
50%
20%
2
5
10
In recent years, students have gained places to read History or a related subject at the universities of
Oxford, Cambridge, Durham, Exeter, York and Manchester
What do students say about History?
"History at sixth form is such an interesting and enjoyable subject. It's been great to look at areas of history
that I've never thought about before, like independence movements in America. I've had the opportunity
to learn much more about the history of non-European countries than I did before the IB, and the whole
course is really exciting." Hannah
“I have chosen to study History at higher level as it has helped me develop my analytical and evaluation
skills, whilst learning more about areas of History that are fascinating to me. The standard part of the course
has provided me with ample opportunities to explore topics which I have previously studied in more depth,
making it a challenging but manageable step up from GCSE. The higher elements of the course have enabled
me to discover aspects of historiography and have encouraged me to pursue further reading around the
subject.” Maria
13
Philosophy
Group
3
Higher Level

Standard Level

We explore all kinds of abstract questions examining the deeper meaning of existence and what it means to
be human. Philosophy completely changes the way you look at every aspect of life. It develops invaluable
transferable skills such as critical questioning, logical argument, evaluation, analysis and debating.
This subject is perfect for students who enjoy debating, presenting persuasive arguments and exploring
more abstract questions on the purpose of life.
Course content
Philosophy is the study of the fundamental nature of knowledge, reality and existence. All students
undertake the topic on the theme of ‘What is a Human Being?’ exploring different aspects of human nature.
Higher Level students also study a further two themes, whilst at Standard Level students study just one
further theme. For the coming academic year, these themes are:


The Philosophy of Religion: arguments for the existence of God as well as the concept of evil.
Theories and Problems of Ethics: exploring whether moral principles exist, and if so, whether some
virtues are more important than others.
In Year 13, students attend a conference workshops run by renowned scholars affiliated with York
University, including Keith Ward and Julian Baggini. We have also hosted speakers such as Michael Lacewing,
Nigel Warburton and Naomi Goulder. AC Grayling will be speaking at TGS in December 2014.
Assessment
Higher Level students sit three examination papers. Standard level students sit two examination papers. All
students are assessed for their Internal Assessment (coursework) piece.
8
3
Level 7
Level 6
Level 5
Level 4
No. of Candidates
63%
25%
13%
100%
8
1
2012
33%
67%
2013
13%
50%
38%
Standard Level
2014
2013
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2012
Higher Level
2014
Student Outcomes
Students have gone on to study Philosophy at Birmingham, PPE at Oxford and Philosophy, Psychology and
Scientific Thought at Leeds.
What do students say about Philosophy?
“IB Philosophy was great for me because as well as allowing me to develop the ability to analyse and assess
complex arguments it allowed me to decide and question my opinions on a range of ethical questions which
affect us in life. We also studied Descartes in depth which is something which really interested me and
definitely provided food for thought! The teaching was great and we knew we could always ask for help
whenever we needed it. Our ideas and opinions were respected and I am very glad I chose to study
Philosophy.“ Francesca
14
Psychology
Group
3
Higher Level

Standard Level

Psychology is a fascinating subject in its own right offering a broad insight into the workings of the mind as
well as supporting a range of other subjects, such as English, Theatre Studies, History, Philosophy and
Theory of Knowledge.
Course content
Students learn to think critically at a number of levels and to write discursively. They will develop research
skills and an ability to interpret data. Students should have an enquiring mind, an ability to express
themselves clearly and concisely in writing and an interest in behaviour.
Year 12: exploration of biological, cognitive and sociocultural levels of analysis, completion of and reporting
on a simple experimental study. Higher Level students also study qualitative methods.
Year 13: application of learning to study of abnormal psychology. Higher Level students also study the
psychology of human relationships.
Students receive talks from specialists in topics such as Neuropsychology and Cognitive Behavioural Therapy
as well as having the opportunity to carry out their own observational study of behaviour in Camden.
Assessment
Written examinations (three for Higher Level, two for Standard Level) and internal assessment of simple
experimental study report.
29%
43%
14%
14%
7
Level 7
Level 6
Level 5
Level 4
No. of Candidates
19
2012
21%
58%
21%
2013
Standard Level
2014
65%
32%
3%
31
2012
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2013
Higher Level
2014
Student Outcomes
45%
45%
9%
46%
31%
8%
15%
13
38%
63%
11
8
An increasing number of students go on to study Psychology at university, including Experimental Psychology
at Oxford and the Clinical Psychology at Exeter.
What do students say about Psychology?
“I think that Psychology is one of the few courses in which you can make full use of your
enthusiasm and fulfil your curiosities. I chose Psychology because I have always been interested in
why people act the way they do and it's great that the IB syllabus covers some of the most
interesting topics within Psychology.” Zoe
“I’ve always wanted to do Psychology because, beside my dream of taking it onto University, I will
be able to apply it to situations in everyday life in all contexts.” Anika
15
Biology
Group
4
Higher Level

Standard Level

Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through
reproduction and natural selection, have given rise to the 8 million or so different species alive today. An
interest in life is natural for humans; not only are we living organisms ourselves, but we depend on many
species for our survival, are threatened by some and co-exist with many more.
IB Diploma Biology Specification 2014
Studying Biology provides students with the opportunity to learn about life while developing a broad range of
transferrable skills; from the observational and analytical when recording and processing data, to the
creative and problem solving, when designing experimental work. A confident Biologist will be able to
communicate complex ideas and use logical reasoning to support their conclusions.
Course content
Cell Biology, Molecular Biology, Genetics, Ecology, Evolution & Biodiversity, and Human Physiology. Higher
Level students also study: Nucleic Acids, Metabolism, Plant Biology, Genetics & Evolution and Animal
Physiology.
A significant proportion of lesson time is used to carry out practical work through which students develop
their manual dexterity and analytical skills. The Biology team also arranges a field trip on which students
learn ecological sampling techniques in a range of habitats and SSSIs. We offer students one to one support
in lunchtime Science Clinic.
Assessment
Assessment is both External (80%) and Internal (20%). There are three written papers which use a variety
of question styles, and a coursework component in the form of an individual research project of 10 hours.
2012
4%
63%
30%
4%
27
2013
17%
46%
25%
13%
48
Standard Level
2014
2013
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2012
Higher Level
2014
Student Outcomes
39%
48%
9%
4%
23
Level 7
Level 6
Level 5
Level 4
No. of Candidates
22%
33%
11%
33%
9
37%
21%
37%
5%
19
27%
27%
36%
9%
11
Twelve students completed their extended essay in Biology in 2013, 2 A grades, 7 B grades and 3 C grades.
We have a strong history of students going on to study Biology related degrees. Of the whole school’s
summer 2013 cohort, taking up places at university, approximately 25% were on Life Sciences courses.
What do students say about Biology?
Biology has always been a subject which has interested me therefore it made sense that I should pick it for
my IB diploma. So far I have enjoyed the whole course and I feel like I am really beginning to understand
complex biological ideas. The course has made me even more enthusiastic for the subject and helped me
realise that Biology is now what I want to study at university.” Alexis
“The department maintains a great balance between the theoretical and the practical aspect of learning
biology. We are taught in so many different ways where field trips, dissections and experiments are all
incorporated in the course to suit the different learning styles of different students. The amount of
independent research the course offers really enhanced my understanding of the practical skills involved in
scientific research. Studying Biology at IB has not only armed me with the knowledge required for higher
education, but has also stimulated a deep interest in the subject that I did not have at the beginning of the
course.” Aishwarya
16
Computer Science
Group
4
Higher Level

Standard Level

Computer Science requires an understanding of the fundamental concepts of computational thinking as well
as knowledge of how computers and other digital devices operate. The course is engaging, accessible,
inspiring and rigorous. Drawing on a wide spectrum of knowledge it enables and empowers innovation,
exploration and the acquisition of further knowledge. Computer Science interacts with and influences
cultures, society and how individuals and societies behave; raising ethical issues.
To study Computer Science you need confidence in mathematics, to enjoy problem solving and be curious
about how technology works.
Course content
There are four core topics: system fundamentals, computer organization, networks and computational
thinking, problem-solving and programming. The higher level extension incudes some practical elements and
covers abstract data structures, resource management and control. There is also an annually issued case
study. The major practical work undertaken is a solution that students develop to demonstrate the
application of skills using object-oriented programming.
Students get the opportunity to undertake work experience directly related to computer science at various
companies from specialist software developers to software engineering departments of global organisations.
This subject will enable access to further study and careers in the high demand business sectors of
Computer Science, Artificial Intelligence, Software Engineering, Computer Games, Films, Finance; virtually all
areas of business and society.
Assessment
Assessment is by written examinations that cover the core topics and a Higher Level extension. The practical
programming solution is marked by the subject teachers.
Level 7
Level 6
Level 5
Level 4
Level 3
No. of Candidates
2012
2013
Standard Level
2014
14%
29%
14%
14%
29%
7
2012
Level 7
Level 6
Level 5
Level 4
Level 3
No. of Candidates
2013
Higher Level
2014
Student Outcomes
33%
67%
3
Last year half of our Higher Level students went on to study Computer Science at Cambridge, Warwick,
Birmingham and Bath universities.
What do students say about Computer Science?
“It's logical, interesting, and an area that is expanding in the technological age. One of the few courses that
you can actually get employed from with relative ease and has a wide range of jobs to choose from within
the field” Holly
“I enjoy Computer Science because I can solve problems daily and on a more complex level” Rachel
17
Chemistry
Group
4
Higher Level

Standard Level

Chemistry is a challenging subject which provides students with a link between the world around them and
the more abstract world of Physics. It sets out to explain how things work on a molecular level which can
help us in terms of understanding processes for industry and in the treatment of disease.
Course content
The content students will follow is very similar to that studied at GCSE. It will include topics such as Acids
and Bases and Electrolysis and will go into greater detail. Some of these topics will be explored quantitatively
using maths to help us solve problems. There are also topics on Bonding, Energetics, Kinetics, Equilibrium,
Atomic Structure and Organic Chemistry.
Assessment
There are three papers. These consist of a Multiple Choice paper, a longer answer paper and a third paper
which contains the options and a section on data analysis. Students complete an Internally Assessed piece of
coursework which counts for 20% of the final grade.
26
2012
16%
32%
21%
21%
11%
19
2013
27%
35%
23%
15%
Standard Level
2014
2013
Level 7
Level 6
Level 5
Level 4
Level 3
No. of Candidates
2012
Higher Level
2014
Student Outcomes
23%
46%
31%
Level 7
Level 6
Level 5
Level 4
Level 3
No. of Candidates
50%
17%
17%
17%
25%
25%
25%
13%
13%
8
60%
20%
20%
5
13
6
We have a strong history of students going on to study Medicine, Chemistry and Biochemically related
degrees. The destinations are varied but include Oxford and Cambridge and are heavily weighted in favour
of Russell Group universities.
What do students say about Chemistry?
“Chemistry explains and makes sense of the world around us” Mathew
“I chose Chemistry HL because I like Science and wanted something to fit with Biology. I also want to go
into the field of healthcare and I know that most of the courses will require a good knowledge of Chemistry.”
Isabel
“I decided to study Chemistry in the IB because I really enjoyed my IGCSE studies and wanted to further
explore the concepts learnt previously.” Ceri
18
Design Technology
Group
4
Higher Level

Standard Level

“Design is intelligence made visible” Alina Wheeler, author of “Designing Brand Identity”
Design Technology is the subject that draws from, and relates to all others. It looks at how we function as
individuals and societies and helps us to consider how we can change our world for the better. Design helps
us to identify problems and solve them using analytical research, conceptual thinking, prototyping, testing
and evaluation, and manufacturing.
Course content
During the course all students study six topics: Human Factors and Ergonomics, Resource Management and
Sustainable Production, Modelling, Raw Material to Final Product, Innovation and Design, and Classic Design.
Higher Level students cover four additional topics: User Centred Design, Sustainability, Innovation and
Markets, and Commercial Production.
All students complete a Design Project which is internally assessed and is worth 40% of the final assessment
Assessment
Students studying Design Technology are assessed through external examinations and through the internally
assessed design project:
Standard
Level
Overall
Weighting
%
Overall
Weighting
%
Paper 1
30
20
Paper 2
30
20
Paper 3
20
Design Project
40
40
Level 7
Level 6
Level 5
Level 4
No. of Candidates
4
2012
3
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2013
50%
50%
Standard Level
2014
100%
2012
2013
Higher Level
2014
Student Outcomes
25%
75%
4
Former students have gone on to study Architecture, Engineering and Animation.
What do students say about Design Technology?
“I chose Design Technology, partly because I wanted to get away from other sciences, but mainly because
I'm also an art student, and want to do art in the future, I thought D.T would be of help to that. I also find
new innovative products very exciting. D.T is great for me because I love to think up an idea, and then
realise I can actually make it, using the very cool machinery and technology at the school!” Emily
19
Environmental Systems
and Societies
Group
4
Higher Level
Standard Level

Environmental Systems & Societies is a trans-disciplinary subject, crossing Group 3 and Group 4 and, as a
result, calls upon and develops the skills of both areas. The course combines the skills from Biology and
Geography, but also includes Economics and Philosophy. Students do not need to have a GCSE in Biology or
Geography to do the course, although both are beneficial. Students who have an interest in the environment
will find the course relevant.
Course content
Students develop a wide range of skills during the course including practical skills, use of statistics,
interpreting, analysing and evaluating information, graphical skills, working systematically, considering
opinions and values and independent thinking.
Students study seven units during the course: systems and models, the ecosystem, human populations,
carrying capacity and resource use, conservation and biodiversity, pollution management, the issue of global
warming and environmental value systems.
Assessment
Students are assessed by two written papers and two internal assessments. The internal assessments consist
of two practical tasks based on the seven units. There are fieldtrips that develop the skills required for the
internal assessments.
13%
50%
25%
13%
2012
Level 7
Level 6
Level 5
Level 4
Level 3
Level 2
Level 1
No. of Candidates
2013
Standard Level
2014
Student Outcomes
8
ESS is particularly useful to those wishing to go onto study any environmentally or ecologically based course.
As a trans-disciplinary subject it provides the skills required for a wide range of scientific and humanities
based courses / jobs.
Students who study ESS go on to study a wide range of subjects at University including Languages at Oxford
and Architecture at Bath.
What do students say about Environmental Systems & Societies?
“I chose to take ESS at IB because science is not one of my stronger subjects and I wasn’t keen on taking
any of the traditional sciences. I also thought it would go well with Geography, which was another of my
choices; in the end they turned out to be a perfect fit as the subject areas overlapped and helped to
strengthen my knowledge in both. ESS actually became one of my favourite subjects – the teaching was
great and there were lots of resources available for extra information. I found it really interesting and would
definitely recommend it to everyone.” Sophie
20
Physics
Group
4
Higher Level

Standard Level

“Physics is a tortured assembly of contrary qualities: of scepticism and rationality, of freedom and revolution,
of passion and aesthetics, and of soaring imagination and trained common sense.”
Leon M Lederman (Nobel Prize for Physics, 1988)
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from
the very smallest particles—currently accepted as quarks, which may be truly fundamental—to the vast
distances between galaxies.
Course content
All students cover: measurement and uncertainties, mechanics, thermal physics, waves, electricity and
magnetism, circular motion, atomic, nuclear & particle physics and energy production and astrophysics.
Higher Level students also study: wave phenomena, fields, electromagnetic induction, quantum & nuclear
physics and relativity
A significant proportion of lesson time is used to carry out practical work through which students develop
their manual dexterity and analytical skills. We offer students one to one support at lunchtime Science
Clinics. Students are also offered the opportunity to attend lectures and several trips are organised
throughout the two years to extend and enrich the experience.
Assessment
There are three written papers which use a variety of question styles, and a coursework component in the
form of an individual research project of 10 hours.
50%
50%
11
4
Level 7
Level 6
Level 5
Level 4
Level 3
No. of Candidates
13%
33%
40%
7%
7%
15
100%
2012
29%
29%
14%
29%
7
2013
36%
45%
18%
Standard Level
2014
2012
Level 7
Level 6
Level 5
Level 4
Level 3
No. of Candidates
2013
Higher Level
2014
Student Outcomes
50%
50%
1
2
Many of the students who study Physics choose related courses, in particular Engineering, at university level.
The destinations are varied but are heavily weighted in favour of Russell Group universities. In recent years,
some students have also chosen to study Engineering courses abroad, most notably Stanford University,
USA.
What do students say about Physics?
“I have had an interest in Physics since an early age and I have been fortunate enough to attend a school
that allows me to pursue this fascination. The Physics department endeavours to inspire curiosity as well as
teaching the syllabus content. The teachers cater for every learning style combining theory with engaging
practical work. Choosing Physics Higher for IB was a simple decision for me and is proving, so far, to be an
enjoyable and rewarding experience. The small classes often spark discussions taking us deeper into the
mechanics of the universe.” Alexis
“Physics has captured me from a young age. It explains the underlying principles that govern the entire
universe. Small classes enable me to express my views freely and I can clear up any queries or obtain
individual support. The department also offers many extra-curricular opportunities such as helping with the
STEM Club for KS4 students. Studying Physics not only allows me to progress into higher education but it is
also a useful subject to have a developing understanding of.” Si Ling
21
Sport, Exercise and Health
Science
Group
4
Higher Level
Standard Level

The attainment of excellence in sport is the result of innate ability or skill and the dedicated pursuit of a
programme of physical and mental training accompanied by appropriate nutrition. Training programme
design should not be left to chance. Rather, it should be designed thoughtfully and analytically after careful
consideration of the physiological, biomechanical and psychological demands of the activity. This is the role
of the sport and exercise scientist, and the basis of the course.
IB Diploma Sport, Exercise and Health Science Specification 2014
Course content
IB Sports Exercise & Health Science includes the study of:





Anatomy
Exercise physiology
Movement analysis
Energy systems
Skill in sport



Measurement and evaluation of human performance in sport
Optimizing physiological performance
Psychology of sport
This course suits students who have an interest in human biology and how this, alongside psychological
factors, contributes to physical performance. Students work collaboratively with others to carry out
performance based projects linked to the theory content of the course and analyse their findings.
Students don’t necessarily need to be good sports performers as there is no practical assessment of
performance. The course provides good preparation for students who might want to work in a healthcare or
fitness setting.
The course includes a trip to a professional sports science laboratory to look at the performance aids and
testing that are used for elite sports men and women.
Assessment
External assessment consists of three written papers which use a variety of question styles. The internal
assessment, worth 24%, consists of individual investigations of 30 hours, and a Group 4 project of 10 hours.
100%
2012
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2013
Standard Level
2014
Student Outcomes
1
The course provides a solid foundation for any sports based degree or higher education course. This subject
links well with and supports study in Psychology or Biology.
What do students say about Sports Exercise & Health Science?
"I chose … Sports Science because I am fascinated about how the body works, especially regarding the
demands of performance while exercising. Furthermore, what I love about the course is that there is a
psychological aspect of sport to study, of which I am very interested in and it links very well with the IB HL
Psychology course I am taking too! In the future I hope to study Psychology with Sports Science at
university so the course is extremely worthwhile. On the other hand, the teachers in the PE department are
very friendly which I know will help me enjoy the course even more!" Millie
'The sport's science course is very interesting, providing new challenges for everyone. It is enjoyable and I
can't wait to see what skills I gain from the rest of the course.' Sophie
22
Mathematics
Group
5
Higher Level

Standard Level

The nature of mathematics can be summarized in a number of ways: for example, it can be seen as a welldefined body of knowledge, as an abstract system of ideas, or as a useful tool. For many people it is
probably a combination of these, but there is no doubt that mathematical knowledge provides an important
key to understanding the world in which we live.
IB Diploma HL Mathematics Guide 2012
Studying Mathematics provides students with the opportunity to explore a familiar subject in greater depth
and with greater rigour. It allows students to develop an appreciation of the elegance and power of
Mathematics by fostering their skills of abstraction and generalisation, and by enhancing their skills to apply
Mathematics to unfamiliar real life situations.
Course Content
Standard Level: Functions and Algebra, Probability, Sequences and Series, Calculus, Statistics, Vectors and
Trigonometry Most students studying Standard Mathematics want to study a course at university which
requires a sound mathematical background, such as Chemistry or Psychology.
Higher Level: All of the topics covered at Standard Level, but in greater depth as well as Complex Numbers
and Discrete Mathematics which explores the algorithms and abstract theory behind many computer
systems. Higher Mathematics is aimed at students with a strong background in Mathematics who may be
expecting Mathematics to be a major component of their university course, such as Physics, Engineering or
Mathematics.
Assessment
Students are assessed by both examination (80%) and Internal Assessment (20%) which takes the form of a
Mathematical Exploration.
Standard Level students sit two examination papers each worth 40%, one non-calculator and one calculator
paper. Both papers contain shorter questions as well as longer, more involved questions.
Higher Level students also sit one non-calculator and one calculator paper worth 30% each. They also sit a
further paper on the Discrete Mathematics module which is worth 20% of the final mark.
25%
25%
4
2012
33%
33%
33%
3
2012
15
25%
25%
2013
40%
20%
40%
Standard Level
2014
Level 7
Level 6
Level 5
Level 4
Level 3
No. of Candidates
2013
Higher Level
2014
Student Outcomes
Level 7
Level 6
Level 5
Level 4
Level 3
No. of Candidates
32%
27%
23%
14%
5%
22
17%
30%
26%
4%
22%
23
71%
29%
7
In recent years, Higher Mathematics students have gone on to study Econometrics, Physics and Economics.
What do students say about Mathematics?
“Doing Standard Level Maths has improved my ability to think logically and allowed me to keep up a high
standard of maths that will be useful in real life” Ella
“It helps me to understand infinity. Infinity is cool!” Carys
23
Group
Mathematical Studies
5
Higher Level
Standard Level

“It is a good foundation for any route life may take you down” Student feedback
Mathematical Studies is aimed at students with a wide variety of mathematical backgrounds. It allows
students to develop a more sophisticated understanding of Mathematics and has a particular focus on the
application of Mathematics to real life problems. A significant part of the course is concerned with statistical
techniques to understand and interpret data.
Students have the opportunity to apply their knowledge to a topic of personal interest to them in the internal
assessment project. Students who take Mathematical Studies go on to study a wide variety of subjects at
university and find that they often use the mathematical techniques and logical reasoning that they have
learnt to be particularly useful, something that complements the requirements of many other Diploma
subjects and university courses.
Course Content
Number and algebra, statistics, geometry and trigonometry, mathematical modelling, differentiation, sets
and probability and logic.
Assessment
Students are assessed by both examination (80%) and Internal Assessment (20%) which takes the form of a
Mathematical Exploration.
Students sit two examination papers both worth 40%. Paper 1 consists of short-response questions, while
Paper 2 contains longer, more involved questions. Both papers require the use of a graphical display
calculator.
The internal assessment takes the form of project involving the collection, analysis and evaluation of data.
Level 7
Level 6
Level 5
Level 4
Level 3
No. of Candidates
46% 48%
27% 40%
24% 10%
1%
2%
1%
67
42
2012
2013
Mathematical Studies
2014
Student Outcomes
53%
30%
13%
3%
30
What students say about Mathematical Studies
“You learn useful, interesting everyday maths”
“Lessons are interactive with creative teaching methods to suit all learners”
24
Film
Group
6
Higher Level

Standard Level

The course aims to develop students’ skills so that they become adept in both interpreting and making film
texts. Through the study and analysis of film texts and exercises in film-making, the course explores film
history, theory and socio-economic background. The course develops students’ critical abilities, enabling
them to appreciate the multiplicity of cultural and historical perspectives in film.
To achieve an international understanding within the world of film, students are taught to consider film texts,
theories and ideas from the points of view of different individuals, nations and cultures. Access to the course
does not depend on any prior learning in film, but students must be prepared to work collaboratively as part
of a team, have a willingness to experiment and be curious to find out more about the power and potential of
film as a means of human expression.
Course content
At both Standard and Higher Level the course is separated into three main components:
Part 1: Textual Analysis - the detailed study of film sequences
Part 2: Film Theory and History - the study of films and film-making traditions from more than one country.
Part 3: Creative Process - techniques and organization of production, the development of creative, analytical
and production skills within film-making
Assessment
Internal Assessment
External Assessment
Independent Study: rationale, script and annotated
list of sources for a documentary production 25%
Presentation: An oral presentation of a detailed
textual analysis of an extract from a prescribed
film25%
Film Production: One completed film project, with
trailer at Higher Level, and written commentary
50%
Level 7
Level 6
Level 5
Level 4
No. of Candidates
Level 7
Level 6
Level 5
Level 4
No. of Candidates
100%
1
2012
2013
Standard Level
2014
2012
2013
Higher Level
2014
Student Outcomes
50%
50%
2
The Film course presents a relevant learning opportunity for a diverse range of students as it lays an
appropriate foundation for further study in film and other related subjects. In addition, by instilling
discipline, honing group skills and refining communication tools, this course offers a valuable course of study
for students wishing to follow other fields in Higher Education or other career pathways.
What do students say about Film?
“Film is a brilliant combination of the creative and the academic’” Caitlin
“I chose film because it helps you develop important transferable skills which are really valued by employers
in the 21st Century’” Hannah
25
Music
Group
6
Higher Level

Standard Level

Music will develop your self-confidence, your creativity and give you a sense of belonging to a community.
Those wishing to take Higher Level Music will probably have taken GCSE Music or attended extra music
specialist courses, or taken a Grade 5 Music Theory examination. Those taking Standard Level Music may
have abilities as a performer or composer, but it is not essential to be both.
Musical enrichment at TGS is a vital force. Choirs win national competitions, orchestras and bands play a
major role in events in school and in the local community. Students are expected to play a role not only as
performers in school music groups, but in running and inspiring others with music. We have well established
links with the London Chamber Orchestra and Barnardo’s and students automatically become part of this
exciting ongoing Music Junction project composing and performing in London venues.
Course content
All students are given regular opportunities for solo and group Performing. In the Creating component
students compose and arrange pieces using music technology where a variety of styles are encouraged.
Students also develop Listening skills through the study of Western Classical music, World music and music
from popular culture. This leads towards a Listening exam with set works and unprepared musical extracts.
In the Musical Links Investigation candidates write a comparison of music from two different musical styles.
For Standard level students follow the same course but select either Performing or Creating.
Assessment
Higher Level students record 20 minutes of solo pieces for their Performing coursework component (25%).
In Creating (25%) students also complete three coursework compositions each lasting 3-6 minutes. Scores
and recordings are submitted. Listening skills are assessed through an examination (30%) where candidates
comment in detail on what they hear. The Musical Links Investigation is presented as a coursework media
script (20%).
Standard Level Students taking Standard Music opt for either Performing or Creating (Composing) (50% of
Standard Music) and complete both the Listening and Musical Links Investigation as with Higher Level.
Level 7
Level 6
Level 5
Level 4
No. of Candidates
33%
67%
100%
3
1
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2012
2013
Standard Level
2014
2012
2013
Higher Level
2014
Student Outcomes
100%
100%
2
1
What do students say about Music?
"I wanted to have the freedom to study music beyond GCSE level, and doing it at IB has not only allowed
me to develop as a musician, but I can also apply skills learned to all my other IB subjects, choosing music
has provided me with amazing opportunities. Studying at TGS has helped me develop as both a musician
and a student, and given me numerous opportunities to perform, compose and experience music, and I look
forward to studying music at university" Amelia
“I chose to study Music at IB because it offered me some great opportunities such as performing with the
London Chamber Orchestra. The Music Department at TGS has inspired and supported me through my Music
study, Extended Essay, and University choices.” Daniel
26
Theatre Studies
Group
6
Higher Level

Standard Level

Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through
experimentation, the taking of risks and the presentation of ideas to others. It results in the development of
both theatre and life skills; the building of confidence, creativity and working collaboratively.
This is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as
creators, designers, directors and performers. It emphasizes the importance of working both individually and
collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process,
transforming ideas into action as inquisitive and productive artists.
Students experience the course from contrasting artistic perspectives. They learn to apply research and theory
to inform and to contextualise their work. The course encourages students to appreciate that through the
processes of researching, creating, preparing, presenting and critically reflecting on theatre— as participants
and audience members—they gain a richer understanding of themselves, their community and the world.
Course content
At both Standard and Higher Level students learn about text-based and non-text-based theatrical traditions
from around the world and throughout history. These include Greek theatre, Commedia dell’Arte, Shakespeare,
Naturalism, Epic Theatre, Expressionism, Docu-theatre and Physical Theatre. Students encounter practitioners
such as Stanislavski, Brecht, Artaud, Boal, Grotowski and Berkoff, and explore the work of companies including
Complicite and Frantic Assembly. They also investigate theatre traditions from around the world such as
Kathakali, Noh and Bunraku.
A wide ranging enrichment programme is offered, including theatre visits, often to London’s West End and
visiting workshops by professional companies. Students perform in upper school productions such as “Yerma,”
and “The Penelopiad,” and assist technically on lower school productions such as “The Canterbury Tales.”
Assessment
Students keep a Reflective Journal to record and reflect on their experiences throughout the course.
Assessment is both External (65%SL/75%HL) and Internal (35%SL/25%HL). All students produce a Director’s
Notebook based on the study of a play text, give an individual presentation/ demonstration on a theatre
convention, and collaboratively create an original piece of devised theatre. Students at Higher Level also
present a solo theatre piece based on a theatre practitioner.
Level 7
Level 6
Level 5
Level 4
No. of Candidates
33%
67%
Level 7
Level 6
Level 5
Level 4
No. of Candidates
3
2012
2013
Standard Level
2014
2012
2013
Higher Level
2014
Student Outcomes
100%
1
In 2013, 50% of the students on this course took Drama related degree courses at university.
What do students say about Theatre Studies?
“I was apprehensive about studying IB Theatre as I have little experience of Drama, and did not take it at
GCSE, but I have really enjoyed the academic challenge and collaborative approach of the subject. The practical
element has increased my confidence as a performer, and the study of plays has complimented the knowledge
I have gained in English and Classical Greek and Roman Studies.” Olivia
“Taking IB Theatre has developed my knowledge of the subject gained from GCSE Drama. Being a performer,
I was initially concerned about the academic element of the course, but have found there to be a good balance
of theory and practice. I have particularly enjoyed exploring theatre traditions and texts from across the globe,
an experience unique to the IB.” Georgina
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Visual Arts
Group
6
Higher Level

Standard Level

The course provides thoughtful, meaningful and harmonious
balance to academic pursuits by encouraging students to interact
with other subjects for inspiration. It is an intensive and
intellectual pursuit that encourages students to open their eyes
and respond to the visual world around them. Through exploring
ideas and engaging with the creative process, students aim to
locate their ideas within personal and international contexts.
Course content
Students follow a course of workshops that embed skills and give greater confidence within drawing, painting,
printmaking, photography, sculpture, textiles, mixed media, and digital media. Over a period of time students
identify strengths and weaknesses to allow them to develop their own personal journey of discovery and set
their own targets and goals.
Assessment
The Process Portfolio: Students keep an investigative journal to track their ideas and influences. This
becomes evidence of sustained experimentation, exploration, manipulation and refinement of a variety of artmaking activities, culminating in the presentation of these experiments in an e-portfolio. (Externally assessed,
40%)
The Comparative Study: Students consider in more detail at least 3 different artefacts. Higher Level students
will make connections to their own creations. (Externally assessed, 20%)
The Exhibition: Students consider the themes they have explored which link these outcomes to form a
curatorial rationale in an exhibition of their work at the end of the course. (Internally assessed, 40%)
50%
50%
33%
33%
6
33%
3
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2012
15%
23%
54%
8%
13
2013
Standard Level
2014
2012
Level 7
Level 6
Level 5
Level 4
No. of Candidates
2013
Higher Level
2014
Student Outcomes
Students are encouraged, and have opted, to complete foundation courses in both London and Birmingham
before completing their specified degree. Former students have studied History of Art and Architecture
degrees at the Courtauld Institute, UCL and Oxford Brookes.
What do students say about Visual Arts?
“Art feels like a complete break from everything else. It is completely unique, and stepping into an art room
is like a breath of fresh air.” Jessica
“Visual Arts will allow you to explore any area of art you’ve ever wanted to study. No matter what your
technical ability is, your creativity and imagination will be stretched and you will create art work that you are
incredibly proud of, individually and collectively as a group.” India
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