IB Diploma Guide - The International School Of Penang

IB Diploma Guide
Respect
for
self;
respect
others.
for
The International School
Of Penang (Uplands)
ESTABLISHED 1955

Welcome to the International
Baccalaureate at Uplands School!
This booklet aims to help prepare parents and
students for the enrollment process into the
IB Diploma programme at Uplands.
It contains general information about the
philosophy of the International Baccalaureate
Organisation, and an outline of the IB Diploma
Programme at the school.
Isabel Davis
IB Diploma Coordinator
We hope that this information will assist you
with the subject selection best suited to your
interests, abilities and future plans.
I look forward to working with you.
We are very pleased you have chosen to
continue your education with the IB Diploma
programme. It is a versatile and inspiring
experience which will expand your horizons
both academically and personally.
John Cadman
Pastoral Head
Uplands supports its IB students in many ways
through excellent subject teaching. We have
a good reputation which is created by the ethos
in the school; the students are focused,
ambitious and creative. Tutors, personal
mentors, two careers counselors and a school
counselor, in addition to the IB Coordinator
and Head of Year 12 & 13 are all there to guide
you through this challenging yet rewarding
journey to the IB Diploma.
Respect
for
self;
respect
others.
for
The International School
Of Penang (Uplands)
Jalan Sungai Satu, Batu Feringgi,
11100 Penang, Malaysia.
Tel: 604-881 9777 Fax: 604-881 9778
E-mail: info@uplands.org
Website: www.uplands.org
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Table of Contents
The Mission Statement of the International Baccalaureate 3
What are the Components of the IB Programme 4
The Curriculum Model 5
Languages
Group One 6
Group Two 9
Group Three 14
Group Four 27
Group Five 36
Group Six 43
Additional Components
Extended Essay 50
Theory of Knowledge 51
Creativity, Action, Service 52
How to Ensure Excellence in IB Studies 54
IB Learner Profile 55
University Entrance 62
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The Mission Statement of the
International Baccalaureate
The educational philosophy of the International Baccalaureate Organisation can be
found in its Mission Statement:
Through comprehensive and balanced curricula coupled with challenging assessments,
the International Baccalaureate organization aims to assist schools in their endeavours
to develop the individual talents of young people and teach them to relate the
experience of the classroom to the realities of the world outside. Beyond intellectual
rigour and high academic standards, strong emphasis is placed on the ideals of
international understanding and responsible citizenship, to the end that IB students
may become critical and compassionate thinkers, lifelong learners and informed
participants in local and world affairs, conscious of the shared humanity that binds
all people together while respecting the variety of cultures and attitudes that makes
for the richness of life.
3

What are the Components
of the IB Programme
The basic requirements of the programme are:
Study of SIX SUBJECTS covering major fields of learning: a first and second language,
a humanities subject, an experimental science, mathematics and an arts subject.
To allow for specialization, THREE subjects are chosen at Higher Level (HL), and to
ensure a broad education, THREE subjects are chosen at Standard Level (SL).
Participation in an interdisciplinary course entitled the Theory of Knowledge (TOK)
Submission of an Extended Essay, of not more than 4000 words, on a topic of the
student’s own choice.
Participation in a programme of Creative, Action and Service (CAS)
What is the aim of the IBO
The major aims of the IB are to:
• Educate young people to act intelligently and responsibly in a complex society;
• Ensure knowledge of traditional academic disciplines and of the individual’s own
heritage, while fostering inquisitiveness and openness to new ideas;
• Equip students with a genuine understanding of themselves and others, heightening
the capacity of tolerance and engendering respect for different points of view.
The IB programme, while demanding, is open to the average and above-average
student. It is not an elitist programme for exceptionally gifted students, but a course
of studies, either full Diploma or Certificates.
Throughout their studies students discover that effective learners following an IB
curriculum need to be motivated, knowledgeable, and strategic in their learning,
ethical, compassionate, reflective and socially interactive.
4

The Curriculum Model
IB students must choose their two-year programme of study from each of the subject
groups represented in the hexagon model, in a combination of at least three and no
more than four higher levels and the others at standard level.
Language A1
Group 1
Second
language
Group 2
of
knowledge
Group 3
Individuals
and societies
theory
extended
essay
Experimental
sciences
Group 4
creativity,
action,
Group 6
service
Group 5
Mathematics
and computer
science
The arts
Group 1
Group 2
Or
Or
Group 3
Group 4
Group 5
Group 6
LANGUAGE A1 (first or best language)
English or Self-taught language
LANGUAGE A2
English, Japanese, French, Mandarin, Malay, German
LANGUAGE B
English, Japanese, French, Mandarin, Malay, German
LANGUAGE Ab Initio
Mandarin, French, German, Malay
INDIVIDUALS and SOCIETY
Economics or Geography or History or Psychology or ITGS
EXPERIMENTAL SCIENCES
Biology or Chemistry or Physics or Design & Technology
MATHEMATICS
Mathematics HL, Mathematics SL or Mathematical Studies (SL)
ARTS and ELECTIVES
Visual Arts or Theatre or Music or Computer Science or Business &
Management
5

Languages
Languages are offered in Groups 1 and 2. The language programmes are defined as
follows:
Languages A1:
Languages B:
Languages A2:
Ab initio:
Literature programme for the native speakers;
Foreign languages programme for students with previous experience
of learning the languages;
Native or Fluent speakers
Foreign language programme for beginners.
GROUP 1
ENGLISH A1 – LITERATURE
The study of literature, including World Literature, is the main focus of the course.
Texts are selected from a Prescribed Booklist published by IBO.
The Course Aims:
• To encourage a personal appreciation of literature and develop an understanding
of the techniques involved in literary criticism;
• To develop powers of expression, both in oral and written communications, and
provide the opportunity of practicing and developing the skills involved in writing
and speaking in a variety of styles and situations;
• To introduce students to a range of literary works of different periods, genres,
styles and contexts;
• To broaden the students’ perspective through the study of works from other
cultures and languages;
• To develop the ability to engage in close, detailed analysis of written text;
• To promote in students an enjoyment of, and lifelong interest in, literature.
Wide reading broadens ideas and extends awareness of the potential and limitations
of the written word. Students develop and cultivate the literary mind by studying styles,
expression, composition and literary appreciation. They train in techniques of writing
clear, balanced prose and prepare for challenging assessments.
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The Course and Assessment Methods
Higher Level Languages A1
Language A1 Higher Level, whilst both stimulating and enriching, is uncompromisingly
demanding in terms of necessary ability and capacity for hard work. This is a comparative
literature course, using works written, originally or in translation, in the language A1.
The development of analytical critical skills coupled with creative and imaginative
interpretations of the literature are fundamental for success.
The course consists of the following four parts (15 works):
• A study of three World Literature texts; assessed by two written assignments
both 1000 – 1500 words in length marked externally; (20%).
• A detailed study of four texts; assessed by internal formal oral and commentary
assignments and externally moderated. (15%).
• A thematic study of a group of four works; assessed by external written examination
(50%).
• A study of four texts linked by genre, theme or period, providing the basis for
a variety of internal oral coursework (15%).
Standard Level Languages A 1
This course does not require the student to read the range of texts covered at Higher
Level, but does include works of World Literature in translation as well as those written
in English.
The course consists of the following four parts (11 works):
• A study of three World Literature texts in translation; assessed one written
assignment of 1000 – 1500 words which is marked externally (20%).
• A detailed study of two texts; assessed by an internal formal oral presentation
and externally moderated (15%).
• A thematic study of a group of three works, assessed by external written
examination (50%).
• A study of three texts linked by genre, theme, or period; providing the basis for
a variety of internal oral coursework (15%).
For both HL and SL, external assessment through written examination account for
70% of the final grade, and the internally assessed coursework, for 30%.
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Recommended Background Knowledge
For English it is highly recommended that all students have a background study in
English literature at some level and a grade C or above in IGCSE English, or its
equivalent. Students should enjoy reading literature and have a capacity for hard work.
The student may be considering the study of literature as a major beyond secondary
school.
Self-taught A1
Currently we support a few candidates to follow a self-taught course in their native
tongue. This is a standard course which follows the same guidelines as the English
A1 standard course. All Literature is read in the mother tongue and we try to organize
a tutor to make contact with the student at regular essays to give guidance and pass
comment on essays written. This option can only be considered by a highly motivated
student as much of the work is done independently.
For those students who opt to undertake a self-study in their own language, where
the cost of providing additional tutorial support exceeds the per capital allocation of
funds for such tuition then the school reserves the right to transmit these additional
costs to the students as additional tuition fees.
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GROUP 2
LANGUAGE B – FOREIGN LANGUAGES
FRENCH, GERMAN, MANDARIN, JAPANESE, ENGLISH
(Standard Level) (SL) and (Higher Level) (HL)
Language B is a foreign language programme for students with previous experience
in the chosen language.
The focus of this course is on the acquisition and development of functional and
communicative skills. The four skills of listening, speaking, reading and writing are
given emphasis concentrating on the ability to communicate with speakers and writers
of the languages respectively.
The Course Aims
• To develop students’ ability to communicate accurately and effectively in speech
and in writing within a range of contexts;
• To develop the ability to understand and respond to the language demands of
transactional and social contact;
• To provide students with a sound linguistic base for further study, work and
leisure;
• To offer insights into and understanding of the culture of the countries where
the language is spoken; and
• To provide opportunities for enjoyment, creativity and intellectual stimulation.
The Course and Assessment Methods
Language B HL follows the same course outline as for SL but with more rigorous
demands placed on the student and the inclusion of literary topics. Teaching is carried
out in the target language, and emphasis is placed on fluency and comprehension.
Students must demonstrate their ability to compose well-constructed and idiomatic
essays and clearly express their views orally.
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Programmes at both HL and SL, are set by teachers around course themes (below)
to fulfill social, academic, and cultural objectives. Students are introduced to a range
of texts and styles. They learn how language embodies social and cultural differences
and come to appreciate different perspectives. They will be able to use the language
appropriately, express their views and opinions on issues of general interest, express
their feelings, and process and evaluate information from oral and written sources.
The course for both HL and SL consists of the following:
1. Themes – Students will have to demonstrate competence in three distinct but
interrelated areas:
• Language (grammar, syntax,..)
• Cultural interaction (selecting language appropriate to cultural & social
context)
• Message (understanding ideas & how they are organized)
2. Texts – chosen from a variety of sources including literary, informative, journalistic
and other sources, and linked to the above themes.
3. Language acquisition – a systematic presentation, development and review of
appropriate grammatical structures and vocabulary to enhance understanding
of the language.
4. Development of four skills – text handling, written production, listening and
speaking.
Assessment for both HL and SL:
External assessment: through written examination (paper 1 – text handling, paper
2 – written reproduction) accounts for 70% of the final mark
Internal assessment: Oral, which is externally moderated, for 30%.
Recommended Background Knowledge
Students should have studied the language for two to five years immediately prior
to beginning the course, but motivated students with less experience of the language
can also attempt the course (after getting approval from Head of Languages).
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LANGUAGE A2
FRENCH, GERMAN, MANDARIN, JAPANESE
Background Knowledge
A2 is for a fluent language user who has a high level of competence in the target
language; they may be a native or near-native speaker or an almost bi-lingual student
(in reading or writing or both)
This course focus provides opportunity for students to study language, texts and
culture, and to develop their analytical skills.
The Course Aims
• To develop and refine language
• To expose students to a wide range of texts in the target language
• To learn how to compare and contrast how the language is used in different
texts
• To study particular topics within the framework of the cultural options (language
and culture, media and culture, future issues, global issues and social issues)
• To consider within the literature option how writers use language and style,
present ideas, themes, feelings and attitudes.
The Course and Assessment Methods
Teaching is carried out in the target language, and emphasis is placed on fluency and
comprehension. Students must demonstrate their ability to compose well-constructed
and idiomatic essays, showing critical analysis. They must also be able to express their
views orally.
Language A2 HL follows the same course outline as for SL but with more rigorous
demands placed on the student and inclusion of extra topics. The programme is
defined around a combination of options; HL must complete 3 cultural options + one
literature option, SL must complete 2 cultural options + one literature option. The
cultural options are:
• Language and Culture
• Media and Culture
• Future Issues
• Global Issues
• Social Issue
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The final external assessment 70%
Paper 1 - Comparative Commentary
2 pairs of unseen textslinked by a theme 25%
Students write one comparative commentary on one pair of texts
Paper 2 - Essay
10 essay questions covering cultural and literature options 25%
Students write one essay
Written Task
2 pieces of coursework, topics are chosen and written by the students 20%
Internal Asessment 30%
Individual Oral
A previously unseen text taken from the cultural or literary option 15%
Interactive Oral activity
eg. Role-plays, debate, presentation of dossier, formal speech 15%
LANGUAGE Ab initio
(“from the beginning”)
MALAY, FRENCH, GERMAN, JAPANESE, MANDARIN –
(Languages Ab initio are considered to be at Standard Level)
Ab initio is a foreign language programme offered at Standard Level only for students
with no previous knowledge of that language.
The Course Aims
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• To develop students’ ability to communicate in speech and in writing in order to
enable them to deal adequately with familiar and practical needs;
• To introduce students to the culture of the countries where the language is spoken
through the study of the target language;
• To provide students with a foundation for further study of the target language;
• To provide enjoyment and intellectual stimulation; and
• To encourage positive attitudes to the learning of other languages and to their
speakers and countries.

Students should be able to engage in conversations to deal with everyday situations,
understand short written passages on defined topics (including the individual, education,
transport and communication, shopping, food and drink, leisure, environment and
emergencies), recognize essential notices, and be able to extract information from
texts such as brochures, guides and letters; carry out writing tasks such as short
message letters, instructions and short compositions.
The Course and Assessment Methods
The course centres around a set of topics and functions. Basic grammatical and lexical
syllabuses define the language specific content of the course. Students develop and
are assessed on the following skills: text-handling, written production, and listening
and oral ability.
External assessment: through written examination (paper 1 – text handling, paper
2 – written tasks) accounts for 70% of the final mark
Internal assessment: Oral, which is externally moderated, for 30%.
Recommended Background Knowledge
As a foreign language course for beginners, there is no background knowledge
requirement for Malay, French and German.
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GROUP 3
HUMANITIES: INDIVIDUALS AND SOCIETY
One objective of the IB curriculum is to foster international understanding, which
leads to an appreciation of the ways of life of other people. A characteristic of Group
3 subjects is that their content is disputable and thus their study requires some
toleration of uncertainty.
These courses emphasize both understanding of the students’ own cultures and
environments, and a familiarity with and appreciation of different cultures and
environments. Students study critically and systematically human experience and
behaviour, the varieties of physical and social environment in which we live, and the
history and development of social and culture institution of the modern world.
ECONOMICS
Economics is a social science. The Economics course attempts to analyze what is
happening in society by building up a body of theory and testing how that theory
relates to the real world. Economics is closely related to Sociology and Politics, with
History and Geography providing a backdrop.
One of the most challenging issues facing all societies is the search for acceptable
levels of economic well-being. This is particularly important when one considers the
vast gulf separating the poorest nations from the richest. In Economics students look
at choices and decisions made by individuals, firms and governments which influence
not only their own well being but that of society as a whole. At the root of Economics
is the search for a better understanding of the working of human society.
The Course Aims
The aims of the Economics programme are to develop in the student:
• Disciplined skills of economic reasoning;
• An ability to apply the tools of economic analysis to situations and data, and to
explain the findings clearly;
• An understanding of how individuals and societies organize themselves in the
pursuit of economic objectives;
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• An ability to evaluate economic theories, concepts, situations and data in a way
which is considered, rational and unprejudiced; and
• International perspectives which feature a tolerance and understanding of the
diversity of economic realities in which individuals and societies function.
The Course and Assessment Methods
Standard Level forms the core of the course providing a general introduction to
economics. At Higher Level the course is augmented by extensions which aim to
provide an in-depth coverage of some areas. One exception is Developmental Economics,
which is identical for all students. Both HL and SL aim to prepare students intending
to undertake higher study in Economics, and/or related fields.
The areas covered at both Higher and Standard Level are:
Section 1
Section 2
Section 3
Section 4
Section 5
Resources and markets
Foundation of economics, alternatives to the market system.
Business Economics
Externalities, supply and demand, aims and objectives of firms,
economic efficiency.
Macroeconomic Arguments
National income accounting, macroeconomic policy, objectives,
macroeconomic models, unemployment, taxation and inflation.
International Issues
Gains from trade, protectionism, balance of payments – main
definitions, exchange rates, balance of payments.
Development Economics
Distinction between growth and development, characteristics of
economic growth, indicators of economic development, sources
of economic development, development strategies, barriers to
development, negative aspects of development, sustainable
development.
Assessment at Higher Level is 80% external examination (3 papers), 20% internal
assessment and at Standard Level 75% external examination (two papers) and 25%
internal assessment.
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Internal assessment consists of a portfolio of 4 commentaries at Higher Level and at
Standard Level. These are based on current media reports and aim to reflect a students’
growing knowledge and developing skills throughout the course. Each commentary
or extract is between 650 – 750 words.
Recommended Background Knowledge
Students should be able to write clearly and concisely in English. There is considerable
emphasis on debate. While no previous knowledge of economics is required, an
interest and awareness of current affairs is highly desirable.
GEOGRAPHY
Geography lies at the interface between humanities and the sciences; it is a social
science that examines the manner in which societies live, are distributed, and interact
with their environment.
In contemporary society issues of urbanisation, population, globalisation development
and environment quality are increasingly important. Geography examines the spatial
processes and perceptions of humans, as well as the interrelations between the human
and natural environments. Issues of “where” and “why” are considered at local,
regional, national and international levels.
The Course Aims
At both Higher and Standard Levels the aims of Geography are to:
• Promote a global perspective and international understanding through geographical
education;
• Encourage an appreciation of the role that geography can play in the analysis of
contemporary issues at a variety of scales;
• Develop an appreciation and concern for the diversity of the natural environment,
and an understanding of human and physical processes; their development and
their inter-relationships;
• Develop an appreciation and understanding of the spatial patterns of physical
and human features in the environment; and
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• Understand and apply the tools and techniques of geography.

The Course and Assessment Methods
At both Higher Level and Standard Level students are required to study selected case
studies related to a core theme. The core theme is concerned with population, resources
and development. At HL the core theme is assessed and contributes 25% to the overall
grade. At Standard Level assessment contributes 40%. Both are assessed as externally
marked examinations.
• Higher Level only
(i)
(ii)
Extension comprising 4 optional themes (50% of final mark)
One Internal Assessment piece of coursework 2500 words
• Standard Level only
(i)
(ii)
2 optional themes (40% of final mark)
1 coursework project which can include fieldwork investigations or a higher
lever research assignment (20% of final mark) 1500 words
Optional themes units include:
1) Settlement 3) Globalisation
2) Lithospheric process and hazards 4) Drainage basins and their management
Recommended Background Knowledge
Geography Standard Level is designed for students who have little previous knowledge
of the subject, and/or do not intend to specialize in the subject area. If students
want to develop an in-depth knowledge of geography and/or have previous experience
in the field they should consider Geography Higher Level. For Higher Level students
are expected to have obtained at least a grade C in the IGCSE Geography examination,
or its equivalent, and a similar level of attainment in English language and Mathematics
is recommended.
17

PSYCHOLOGY * Subject to numbers
The study of psychology involves the systematic study of human behaviour and
experiences, which enables students to apply and demonstrate the relevance and
importance of psychology to daily life.
All the topic areas within Psychology – Perspectives, Optional Subjects and Research
aim to promote an awareness and respect for human diversity whether they are
biological, social and/or cultural differences.
Students become aware of their relationships with other individuals and within society
itself.
The Course Aims
• To develop an understanding of the biological, social and cultural influences on
human behaviour;
• To enable the students to identify, analyze and evaluate theories and concepts
surrounding the individual and society;
• To develop an understanding of the ethical practices and responsibilities that
need to be implemented in psychological inquiry.
The Course and Assessment Methods
The Psychology course involves the following components: Perspectives, Optional
Subject Areas and Research.
• Higher and Standard Level
A. Perspectives
There are four main perspectives of Psychology and students are required to
demonstrate knowledge of all four.
The four main perspectives are:
1. Behavioral 3. Humanistic/Phenomenological (only for Higher Level)
2. Cognitive 4. Biological/Physiological
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The historical and cultural development of each theory highlights the assumptions
and methods that each perspective uses to understand human behaviour. Specific
key terms are associated with each perspective. Critical analysis enables students to
develop the evaluative skills necessary for the course and to compare issues within
the selected options.
B. 7 Optional Subject Areas:
1. Psychodynamic
2. Comparative
3. Dysfunctional
4. Cultural Psychology
5. Life span
6. Health
7. Social
Psychology
Paper 1 – 2 hours
Higher Level – 30% (maximum marks 52)
Section A:
Section B:
4 short answer questions (1 on each perspective)
(32 marks) (1 hour)
4 extended response questions on perspectives
(20 marks) (1 hour)
Standard Level – 50% (maximum marks 44)
Section A:
Section B:
3 short answer questions, 1 on each perspective
(1 hour)
1 structured / essay question from 3 perspectives
(20 marks) ( 1 hour)
Paper 2
Higher Level
Standard Level
30% maximum marks 40 (2 hours)
2 structured / essay questions from 21 on the 7 options, 3 on
each option.
– 30% maximum marks 20 (1 hour)
1 question from 21 on the 7 options, 3 in each option.
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Paper 3
Higher Level
only 20% maximum marks 40 (1 hour)
4 compulsory questions on qualitative research.
Internal Assessment
Higher Level
Standard Level
– 20% (25 hours)
Research method & experimental study 1,5000 – 2000 words
– 20% (15 hours)
Research methods & experimental study 1,000 – 1,500 words
Assessment Summary:
HL – External examination 80%, internal assessment 20%
SL – External examination 80%, internal assessment 20%
Recommended Background Knowledge
Students opting for HL and SL are expected to have completed courses in humanities
and/ or science with an interest in individuals and societies. It is also highly recommended
that students are competent in English language for both HL and SL Psychology with
at least a grade C in IGCSE.
HISTORY
Overview
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The study of History is concerned with individuals and societies in the widest context:
political, social, economic, religious, technological and cultural. It is concerned with
trends and developments, with continuity and change through time, and with specific
happenings. Historical knowledge rests on widely accepted evidence, derived from
a variety of sources, but also draws on information of a more tenuous nature. Historical
accounts involve judgments based on qualitative evidence and these judgments may
be provisional. Every generation rewrites its own history in the light of new evidence
and of subsequent events and processes, and under the influence of its political
attitudes and prejudices. Based on these precepts the IB History course at Uplands
further develops student skills in argumentative essay writing, source analysis techniques,
oral presentation and critical thinking in regard to both contemporary and historical
issues.

Topics to be covered (Note: There is a new syllabus in 2008 so the following is still
to be finalised)
Year 12: International History 1945 – 1991
Year 12 History follows on in many ways from IGCSE Year 11 and covers the last half
of the 20th Century with a focus on global relations (political, economic and social),
specifically the ‘Cold War’. This is probably the most important topic of the course
as it is covered in Papers 1, 2 and 3 (HL). Modules to be undertaken include ‘Origins
and the Early Cold War’, ‘Globalisation of the Cold War’, as well as ‘Détente, Treaties
and the End of the Cold War’. Topics within these modules consider such issues as
the nuclear arms race, global conflicts, developments in post-WWII Europe, plus the
role of the U.S.A., U.S.S.R. and United Nations. Some aspects of authoritarian and
single party states will be covered. Students will also commence their Historical
Investigation (Internal Assessment) in Year 12
Year 13: Modern European History 1870-1939 – or - Modern Asia c.1800-1952
Students in Year 13 will complete a comparative study that covers aspects of
authoritarian and single party states, as well as their Historical Investigation. In addition
HL students will undertake their Regional Studies (area yet to be confirmed). The
Regional Study will build on prior knowledge from the IGCSE History course.
The Course Aims
• To promote the acquisition and understanding of historical knowledge in breadth
and in depth, and across different cultures;
• To promote a developing appreciation and understanding of history as a discipline
including the nature and diversity of its sources, methods and interpretations;
• To promote international awareness and understanding by promoting the
achievement of empathy with, and understanding of, people living in diverse
places and at different times;
• To promote a better understanding of the present through an understanding of
the past;
• To promote an appreciation of the historical dimension of the human condition;
• To promote an ability to use and communicate historical knowledge and
understanding;
• To promote a lasting interest in history.
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The Course and Assessment Level
The syllabus requires a candidate to study the following:
Standard Level
A) A selection of two 20c world history topics chosen from a list. At Uplands we
study the following:
• Topic 3: Origins and development of authoritarian states and single party
states
• Topic 5: The Cold War
B) Undertake an in-depth study on any historical subject (Historical Investigation)
Higher Level
In addition to the requirements above HL students will study ONE regional option.
At Uplands we will study either Option 4 (Asia) or Option 5 (Europe) in Year 13
Assessment Summary
Paper 1: A document-based paper set on prescribed subjects. SL 25%
- HL 20%
Paper 2:
An essay paper on the twentieth century world history topics
SL 50% - HL 20%
Internal Assessment: An in-depth study on any historical subject SL & HL 25%
Paper 3: An essay paper. HL only - 35 %
Required Background Knowledge
The course assumes prior knowledge of the topics undertaken at IGCSE Level in
Uplands. Students who have not completed IGCSE History may enter the SL course
provided, I) they have passing grades at ‘B’ or higher in another subject from IGCSE
Humanities (or equivalent), and, II) they will commit to further reading/study to make
up any ‘gaps’.
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INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY (ITGS)
The main focus of the ITGS programme is to consider how two aspects, the social
significance of IT and the ethical consideration arising from IT, influence individuals,
communities (including nations), institutions and organizations. The course also helps
students to develop an understanding of the advantages and disadvantages of new
technologies as methods of expanding our knowledge of the world at the local and
global level.
Social Significance of Information Technology
The information age has widespread impact and significance in several social contexts:
economic, political, cultural, legal, environmental, historical, ergonomic (including
health) and psychological. These are explored in ITGS.
Ethical Consideration of Information Technology
The ethical consideration arising from computer technologies, networks and converging
communication technologies forms an integral part of the course.
The goal of the course is to prepare students to provide leadership in responsible
management of information and information processing technology. While some of
the content is technical in nature, the perspective is that of the critical IT user. A
question which provides focus for the course is “What difference does it make to the
way in which I might manage an organization or systems”
The Course Aims
• To promote an understanding and appreciation of the social significance of
information technology and networking for individual, communities and
institutions/organization;
• To analyse and evaluate in a critical manner the ethical consideration arising from
the widespread use of information technology and networking;
• To appreciate the key elements of continuity and change in the development of
information technology and networking leading from the past, through the
present and into the future, and to assess their impact;
• To develop an ability to explore and evaluate new advances in information
technology
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• To promote the importance of good design and problem solving; and
• To develop familiarity with a range of information tools that will enhance and
communicate ideas and facilitate life-long learning.
The Course and Assessment Methods
The Information Technology in a Global Society programme requires every student
to demonstrate, through the work presented in the computer project and portfolio,
that knowledge has been gained of all aspects of Information Technology. The portfolio
must demonstrate a student’s knowledge and understanding of the issues related to
the application of Information Technology in society. Students also spend time on
developing a computer project to demonstrate knowledge of technical and software
skills associated with using a computer.
Students study:
• Social and Ethical Issues
• IT Systems in a Social Context
– Hardware and Networks
– Applications
– Communication Systems
– Integrated Systems
• Areas of Impact
Business and Employment and three options from:
Education
Science and the Environment
Health
Politics and Government
Arts, Entertainment and Leisure
Prerequisites
Students should have experience in using a computer with a graphical user interface
such as Mackintosh or Windows. Good reading, writing and word processing skills
are essential.
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Assessment
External Assessment – 60%
Two written papers that assess Social and Ethical Issues, IT systems in a Social Context
and Areas of Impact.
Internal Assessment – 40%
• Portfolio: 3 pieces of written work, each of 800 – 1000 words which critically
analyse and evaluate social and ethical issues based on three different areas of
impact (20%).
• Project: an IT solution to a problem set in a social context (20%).
BUSINESS AND MANAGEMENT
HIGHER & STANDARD LEVEL
The IB Business and Management course is divided into six sections covering six
different aspects of business organisation. Standard Level students only cover five of
the six sections. Each section is quite different from the others and offers specific
challenges in research and writing. Students may find some sections particularly
challenging and others quite simple. Business and Management will test your ability
to use your mathematical, science, research, reading and writing skills together to
achieve a wide variety of objectives.
The six sections are as follows:
#1 Business Organisation and Environment: A look at how different types of
organisation (business and non-profit) grow, operate, set objectives and work
as part of the local, national and international community. Attention will also be
paid to how different parts of an organisation, internal and external, can come
into conflict.
#2 Human Resources: Another important section examines the changing ways in
which companies are recruiting, training and managing their people. Particular
attention will be paid to how companies can design a human resources program
which meets the needs of both the worker and the organisation.
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#3 Accounts and Finance: There are many challenging aspects to business finance.
Managing money in today’s dynamic international markets requires a firm
understanding of all of the variables involved. This section of the course will show
you how businesses manage day-to-day finances and make long term plans for
survival and growth. The accounting and finance unit will give you a chance to
use your math and reasoning skills in real life situations.
#4 Marketing: This often misunderstood topic will make up a very significant part
of the course. Advertising and promotion are only two small parts of the marketing
mix. Product design, market research, distribution, pricing and marketing strategies
will all be examined in a broad context.
#5 Operations Management: How do companies actually organise daily work in
order to meet objectives This unit will cover the ways in which new products
are introduced into existing systems, production methods are designed and
altered, and quality is insured.
#6 Business Strategy: (Higher Level Only) This 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. The purpose here is 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
organisation.
Business and Management grades are based on two activities. Firstly, the examinations
at the end of the course, for which you will be given ample information and practice
to get you ready. Secondly, essays or business reports written during the two years
of study. Standard Level students write an in-house paper using the ideas and theories
from their texts. Higher Level students will go out to do first hand research in the
business community and use their findings to write professional reports.
There are many challenges involved in the IB Business and Management course. They
will all come together to give you a solid foundation for future study and work in the
modern business world.
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GROUP 4
EXPERIMENTAL SCIENCES
Students who are considering a career in a scientific, medical or technological field
are advised to research degree course requirements carefully. It can be advantageous,
and in certain cases necessary, to have studied two sciences at Higher Level in seeking
admission to certain degree courses. It is not possible to take all three sciences as a
part of the IB diploma.
The Course Aims
All of the experimental science courses have the same general objectives, which are
that all students should be able to:
• Demonstrate an understanding of
a. scientific facts and concepts
b. scientific methods and technique
c. scientific terminology
d. methods of presenting scientific information
• Apply and use
a. scientific facts and concepts
b. scientific methods and techniques
c. scientific terminology to communicate effectively
d. appropriate methods to present scientific information
• Construct, analyse and evaluate
a. hypotheses, research questions and predictions
b. scientific methods and techniques
c. scientific explanations
• Demonstrate the personal skills of cooperation, perseverance and responsibility
appropriate for effective scientific investigation and problem solving.
• Demonstrate the manipulative skills necessary to carry out scientific investigation
with precision and safety
In addition, students studying science should be prepared to raise their awareness
of the moral, ethical, social, economic and environmental implications of using science
and technology.
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The general curriculum model followed by all experimental sciences
While the skills and activities of group 4 science subjects are common to students at
both SL and HL, students at HL are required to study some topics in greater depth,
to study additional topics and to study extension material of a more demanding nature
in the common options. Practical work is an important part of all experimental sciences.
Assessment methods
All the experimental science courses, Higher and Standard Level, have the same general
assessment pattern:
• Three external written examination papers comprising 76% of the final mark
• An internally assessed component: group project and practical work/investigations
comprising 24% of the final mark.
Required Background Knowledge
The course assumes prior knowledge of the topics undertaken at IGCSE Level in
Uplands. For all Standard Level science courses a grade C or above in the
appropriate IGCSE science subject or its equivalent is expected (e.g. level 5 or
above in MYP science). Some mathematics is required, but again only that which you
would get from an IGCSE mathematics course or its equivalent.
For all Higher Level science courses a grade B or above in the appropriate
IGCSE science subject or its equivalent is expected (e.g. level 6 or above in MYP).
The mathematics required by students taking Higher Level Physics is demanding and
students should have a minimum of grade B in IGCSE mathematics or its equivalent
to enter this course.
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BIOLOGY
Biology is the study of living organisms at a variety of levels from molecular to biosphere.
Students gain an understanding of the interactions between these levels and of the
functioning of whole organisms. The course is particularly suitable for students wishing
to pursue further study in subjects such as zoology, physiology, ecology, marine
science, microbiology, medicine and biotechnology.
NOTE: Students who intend to study any biology related discipline at university are
often required to have also studied chemistry. We therefore advise students to research
degree course requirements carefully before finalising subject choices.
Summary of the course:
Subject specific core topics
Statistical analysis
Cells
The chemistry of life
Genetics
Ecology and evolution
Human health and physiology
Additional higher level material
Nucleic acids and proteins
Cell respiration and photosynthesis
Plant science
HL genetics
HL Human health and physiology
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Options
Options currently being taught:
SL Physiology of exercise
SL and HL Neurobiology and behaviour
HL Further human physiology
But other options are available and the options taught will depend student preference
and the discretion of the teacher.
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CHEMISTRY
An understanding of chemistry is central to many scientific applications. Its principles
underpin the physical environment and all biological systems. Chemistry has two main
roles in the curriculum: (a) it can be studied as an intellectual challenge in its own
right; and (b) it may be a pre-requisite for many courses in university education
including medicine, dentistry, pharmacy, biological and environmental sciences.
Summary of the course
Subject specific core topics and additional Higher Level material
Stoichiometery
Atomic structure
Periodicity
Bonding
States of matter
Energetics
Kinetics
Equilibrium
Acids and bases
Redox
Organic chemistry
Options: currently being taught
Chemical industries
Environmental chemistry
But other options are available and will depend on the discretion of the teacher.
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PHYSICS
The physics course seeks to explain the basic features of the natural world mainly in
terms of interactions between matter and energy. Both conceptual understanding
and technological aspect of the subject are covered. Students learn how to bring
order to a mass of observations; they study some of the fundamental laws of nature
and by doing so gain a closer understanding of the boundaries of physical knowledge.
Summary of the Course
Subject specific core topics
Physics and physical measurement
Mechanics
Thermal physics
Oscillations and waves
Electric currents
Fields and forces
Atomic and nuclear physics
Energy, power and climate change
Additional higher level material
Motion in fields
Thermal physics
Wave phenomena
Electromagnetic induction
Quantum physics and nuclear physics
Digital technology
Options
A range of options are available and the options taught will depend student preference
and on the discretion of the teacher.
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DESIGN TECHNOLOGY
Design can be defined as ‘to conceive a mental plan’ for something. Therefore, like
all kinds of human planning, design consists of gaining information about the world
around us, processing that information and using it to form a strategy to alter a
situation in some way.
Design Technology emphasizes good technological design; how to exercise judgment
and responsibility in the use of technology; how to explore a range of conflicting
demands to produce the optimum solution; how to recognize needs.
IB Design Technology is based on a model of learning that incorporates knowledge,
skills and design principles in problem solving contexts. It assumes no previous
experience in Design Technology or designing.
Design Technology within group 4 (experimental sciences)
Science tells us how things are. Design Technology looks at how things might be.
Technology relies on the law and properties of nature to create new products and
systems, whilst at the same time providing the means for the development of new
techniques and the acquisition of knowledge about the laws and properties of nature.
I.B. Design Technology sits comfortably in the IB. experimental sciences because
students need to study scientific principles in order to understand scientific advances
already made in society and to be able to speculate what may be achieved in the
future.
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It is understood that many students will have little or no experience of formal courses
of Design Technology at the start of their I.B. programme. Consequently IB Standard
Level Design Technology is ideally suited to the non-scientist and can be seen as a
bridge between the sciences and the designed world.
Students are encouraged to study the technologies in different cultures and to
understand how technology has shaped their development. The course is not solely
about ‘high technology’, sophisticated, industrialised mass production but it also
includes the appropriateness of technologies for societies.
Design technology for the scientist, engineer or designer
Where students may be considering a university or college course in science, applied
science, design or engineering, the higher or standard level course may be taken in
conjunction with any other programme in group 4. It then provides such a student
with the opportunity to deal with realistic problems and to evaluate appropriate
solutions using the methods practiced during the course, particularly during the project
which is a teaching tool often used in these courses at degree level.
The course
Students following the Standard course will, through a series of practical projects and
discussion cover a core of Design technology knowledge. One optional topic and the
compulsory group 4 project. Higher level candidates also complete 5 Additional Higher
Level topics listed below.
The course content:
Core knowledge
• Design process
• Product innovation
• Green design
• Materials
• Product development
• Product design
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• Evaluation

Additional Higher Level topics
• Energy
• Structures
• Mechanical design
• Advanced manufacturing techniques
• Sustainable development
The group 4 project (duration 1 – 2 weeks)
The group 4 project aims to provide students with the opportunity to investigate and
research a design technology product, system or environment of particular interest
to them. The topic/issue chosen may act as a springboard for the selection of their
extended essay.
Optional topics – Both Standard course and Higher level student study:
• CAD/CAM (Computer aided design and manufacture)
Assessment
Assessment is carried out by a combination of external examinations, conducted at
the end of the course and internal assessment carried out at the school and moderated
by the IBO.
Additional information
Students who have followed the GCSE Design Technology course will definitely have
an advantage. However, coursework at GCSE level accounts for 60% of the overall
grade. The coursework component for the IB course accounts for 36% of the overall
grade. Therefore the emphasis during this course will be on expanding knowledge
and applying that knowledge in a written format rather than a graphic format. The
focus will be on design awareness, the role and responsibilities of designers, material,
energy and manufacturing processes.
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GROUP 5
MATHEMATICS
There are three courses in Mathematics offered within the IB curriculum which are
designed to accommodate students of different abilities, and who may have different
mathematical requirements for entry to university education.
The Course Aims
All Mathematics courses have the same general aims, which are to enable all students
to
• Appreciate the international dimensions of mathematics and the multiplicity of
its cultural and historical perspectives;
• Foster enjoyment from engaging in mathematical pursuits, and to develop an
appreciation of the beauty, power and usefulness of mathematics;
• Develop logical, critical and creative thinking in mathematics;
• Develop mathematical knowledge, concepts and principles;
• Employ and refine the powers of abstraction and generalization;
• Develop patience and persistence in problem-solving;
• Have an enhanced awareness of, and utilize the potential of, technological
developments in a variety of mathematical contexts; and
• Communicate mathematically, both clearly and confidently, in a variety of contexts.
MATHEMATICS HL (Higher Level)
This course caters for students with a good background in mathematics who are
competent in a range of analytical and technical skills. The majority of these students
will be expecting to include mathematics as a major component of their university
studies, either as a subject in its own right or within courses such as physics, engineering
and technology. Others may take this subject because they have a strong interest in
mathematics and enjoy meeting its challenges and engaging with its problems.
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Summary of the Course
Part I: Compulsory Core: All topics must be covered.
1. Algebra 2. Functions and equations
3. Circular functions and trigonometry 4. Matrices
5. Vectors 6. Statistics and probability
7. Calculus
Part II: Optional topics : One Optional topic must be studied.
8. Statistics and probability 9. Sets, Relations and Groups
10. Series and differential equations 11. Discrete Mathematics
Portfolio
Two pieces of work, based on different areas of the syllabus, representing the following
two types of task:
• Mathematical investigation
• Mathematical modeling
Part I and II of Mathematics HL are assessed by external examination which compromises
80% of the final grade.
The portfolio, which is internally assessed, contributes 20% of the final grade.
Recommended Background Knowledge
A high amount of background knowledge is presumed. Students must have a genuine
interest and ability in mathematics. They should have obtained a minimum grade A
in the IGCSE Extended examination or its equivalent. Some knowledge of Additional
Mathematics would be a real advantage. Exceptions to this are considered on a case
by case basis.
MATHEMATICS SL (Standard Level)
This course caters for students who already possess knowledge of basic mathematical
concepts, and who are equipped with the skills needed to apply simple mathematical
techniques correctly. The majority of these students will expect to need a sound
mathematical background as they prepare for future studies in subjects such as
chemistry, economics, psychology and business administration.
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Summary of the Course
All topics must be covered:
1. Algebra 2. Functions and equations
3. Circular functions and trigonometry 4. Matrices
5. Vectors 6. Statistics and probability
7. Calculus
Portfolio
Two pieces of work, based on different areas of the syllabus, representing the following
two types of task:
• Mathematical investigation
• Mathematical modeling
Mathematics SL is assessed by external examination which compromises 80% of the
final grade.
The portfolio, which is internally assessed, contributes 20% of the final grade.
Recommended Background Knowledge
A substantial level of mathematical ability and background knowledge is required to
handle this demanding course. They should have obtained a minimum grade B in the
IGCSE Extended examination or its equivalent. Exceptions to this are considered on
a case by case basis.
MATHEMATICAL STUDIES SL (Standard Level)
This course is available at standard level (SL) only. 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.
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Summary of the Course
All topics must be covered:
1. Introduction to the graphics display calculator 2. Numbers and Algebra
3. ets, logic and probability 4. Functions
5. Circular functions and trigonometry 6. Statistics
7. Introductory differential calculus 8. Financial mathematics
Project
The project is an individual piece of work (2000 words) involving the collection of
information or the generation of measurements, and the analysis and evaluation of
the information or measurements.
Mathematical Studies SL is assessed by external examination which compromises 80%
of the final grade.
The project, which is internally assessed, contributes 20% of the final grade.
Recommended Background Knowledge
No particular background knowledge and no minimum grade at IGCSE is required for
this course. However, a minimum grade C in the IGCSE Core examination would be
recommended as a general guideline.
39

COMPUTER SCIENCE
Minimum Entry Requirements
Standard Level :
Higher Level :
C’ pass at IGCSE Information Technology or Computer Studies
OR capable of IB Standard Level Mathematics
‘A’ pass at IGCSE Information Technology or Computer Studies
OR capable of IB Higher Level Mathematics
NB. Computer Science can be selected as a 2nd choice from Group 5, as a complement
to Mathematics NOT as a replacement for Mathematics.
Who is the Course For
IB Computer Science is for students who want to learn how to control the computer
in order to perform a specific task; ie. they want to learn how to write programmes.
It includes the theory of how software can be used to control the hardware, plus a
practical component, in which they will learn how to write programmes to enable the
practice of the theory component, (using the Java programming language).
The successful candidates will develop an understanding of the principles and nature
of computer science. Candidates will develop an understanding of methods of analysing
problems, the planning and implementation of solutions using computers, including
practice in applying these methods and an understanding of the range and organization
of computer systems (software, data and hardware). They will develop an awareness
of the use of computers in a variety of disciplines, applications and contexts and learn
skills that can be transferred to alternative and future developments. The candidates
will develop an appreciation of the consequences arising from the rapid development
of computer systems and develop an awareness of the limitations and misuse of
computing technology so that appropriate decisions can be made when solving
problems and assessing the impact on society.
What is the Course Content
Both standard level (SL) and higher level (HL) students must study a common core
(CC) of material and have to demonstrate problem-solving skills and mastery of various
aspects of computer science by completing a Program Dossier. In addition HL students
must study additional higher level material (AHL) which fulfils two functions: it
extends some topics in the CC, thereby giving greater depth, while at the same time
introducing new topics to provide greater breadth.
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Common
Core (CC)
(All Students)
Additional HL Material
(HL students only)
Program Dossier (PD)
(All students)
Computer science deals with the solving of problems using computers. Therefore a
full understanding of logical problem-solving is required as well as a detailed knowledge
of how computers operate. Successful computerized systems result from: a clear
understanding of the problem to be solved; appropriate use of hardware based on
a detailed knowledge of its capabilities and limitations; efficient use of algorithms
and data structures; thorough and logical design; careful testing and integration of
all these components. Students of IB computer science will be guided by problemsolving
strategies that will be continually reinforced in their coursework. Initial stages
of the process will involve identifying and defining the problem(s) to be solved by a
computerized system. The problem will be broken down (decomposed) into parts,
each one of which requires a particular solution. From this problem definition, the
student will construct appropriate algorithms to create a solution.
Common core (HL and SL students)
Additional HL material (HL students only)
Case Study
125 hrs
80 hrs
3 hrs
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At the end of either the standard level (SL) or higher level (HL) computer
science programmes, students will be expected to:
Demonstrate an understanding of: terminology, concepts, processes, structures,
techniques, principles, systems and consequences (social significance and implications)
of computing
Apply and use: terminology, concepts, processes, structures, techniques, principles
and systems of computing
Analyse, discuss and evaluate: terminology, concepts, processes, structures,
techniques, principles, systems and consequences (social significance and implications)
of computing
Construct: processes, structures, techniques and systems of computing.
How is the Course Assessed
External assessment
The computer science assessment model is designed to measure student performance
against the four assessment objectives. Assessment is carried out by a combination
of external examinations conducted at the end of the programme of study, and
internal assessment, carried out by teachers.
These two key assessment structures are respectively weighted at 65% and 35%.
Standard level
External assessment 65%
• Paper 1 (70 marks) 32.5%
• Paper 2 (70 marks) 32.5%
Higher level
External assessment 65%
• Paper 1 (100 marks) 32.5%
• Paper 2 (100 marks) 32.5%
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Internal assessment (HL and SL): (35 marks) 35%
(program dossier)

GROUP 6
THE ARTS & ELECTIVES
VISUAL ARTS
The visual arts course enables students to engage in both practical artistic production,
as well as in independent critical investigation and exploration. The course is designed
to enable students to study visual arts in higher education and also for those students
who seek life enrichment through visual arts. Communicating with others is something
we all need to do. Many professions requires visual communication eg architecture,
engineering, planning, designing and even medicine. Art gives you the skills to explore
and communicate ideas.
The course has two components –
1. Studio work – 60%
The practical art work requires the students to choose media, techniques and
subjects of interest to them. Year 12 will introduce several different approaches,
after which, students begin to explore and research ideas of a more personal
nature. Some of the themes that students could research are: gender roles, the
economic crisis, global warming, the human figure, the kampong, religion, sea
creatures etc – in fact the choice of areas to research is endless, but it should be
something of cultural relevance as well as of personal interest to the student.
At the end of the course, students should have produced studio work that
communicates their understanding of ideas and concepts. The work must express
ideas and feelings and show an understanding of aesthetic concepts. The course
is not just about drawing nicely in a realistic fashion. In fact, realism and painting
and drawing are not set requirements of the course. The media/techniques that
may be used are as diverse as clay, digital imagery, painting, collage, design,
fashion, printing, mixed media etc. IB does not define the media or the approach.
Like the theme, the media is generally the student’s choice. For the final exam,
the students will stage an exhibition of their studio work. There will be a visiting
external assessor who will view the exhibition, read the workbooks and hear
what the students have to say about their work. This gives the students a great
chance to prove what the actually know about art.
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2. Investigation workbooks – 40%
The purpose of the investigation workbooks is to encourage personal investigation
into visual arts. This must be closely related to the studio work undertaken. The
investigation workbooks should incorporate contextual, visual and critical
investigation. They should function as working documents and support the
student’s independent, informed investigation and studio practice. They should
contain visual and written material that addresses the investigation, as well as
reflecting the student’s interests. The workbook will include wide-ranging firsthand
investigations into issues and ideas related to visual arts.
Option B
If a student selects Option B, then the balance of the studio work and the workbook
is reversed. Option B is perhaps more suitable for the student who is more interested
in art history or social sciences and requires a greater level of research and analysis.
Less practical work is required. If you are considering Option B then you need to
discuss this with the HoD.
Standard Level/Higher Level
Both of these courses have the same objectives and structure. The difference is in
regard to assessment. Standard Level does not require the same expertise nor the
same amount of work.
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THEATRE
This exciting course explores theatre and related arts from a wide range of historical
and cultural contexts. Students participating in this course learn to recognize the major
influences of ancient and modern, occidental and oriental theatre. They develop
analytical and imaginative skills through interception; increase their self-confidence
and communication skills with performance techniques; understand the nature of
computerized and manual theatre equipment; and develop a high level of autonomy
and responsibility for their own learning by working, as director, actor or designer,
on theatrical productions.
The Course Aims
• To help students understand the nature of theatre through practical study;
• To involve the student’s minds, senses, body and emotions in appreciating and
understanding theatre;
• To help students understand the influence of theatre on their culture and the
culture of others; and
• To enable students to have a better understanding of themselves, their society
and their world.
The Course and Assessment Methods
The course is divided into four areas. All are assessed at both Higher and Standard
Levels with different requirements at each level.
External assessment
1. Research Investigation – students produce a research investigation with
supporting visual materials of
• 2,000 -2,500 words at Higher Level
• 1,500- 1,700 words at Standard Level
2. Practical Performance Proposal – Students produce a proposal with supporting
visual materials of 250 words.
• A report justifying the proposal of 1,000 to 1,250 words is produced at
Higher Level
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Internal Assessment
3. Theater performance and production – students do an oral presentation of
their growth in performance and production
• 30 minutes with 7-10 images at Higher Level
• 20 minutes with 5-7 images at Standard Level
4. Independent project – students produce a portfolio on a theater project/ area
of their choosing
• 3,000 words at Higher Level
• 2,000 words at Standard Level
Recommended Background Knowledge
Students do not need to have any formal experience in Drama or Theatre. A high level
of interest and commitment is required however and students should prepare to work
outside allotted timetabled hours. Knowledge of literature and/ or practical stage
craft at GCSE level or equivalent would be an advantage.
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MUSIC
Course description:
IB Music at Uplands leads students towards a greater knowledge and appreciation
of organized sound.
A varied range of activities is introduced to encourage students to:
• engage with music from different times, places and cultures
• critically appraise music and use appropriate musical terminology
• develop techniques for comparative analysis
• develop investigative and thinking skills
• learn to create music
• learn to perform music
• work both independently and collaboratively
• develop reflection techniques for monitoring their work over time.
Course levels:
IB Music is offered at Standard Level and Higher Level.
The successful completion of GCSE Music with a minimum grade of C and/or
instrumental skills at ABRSM Grade 3 level, are generally required for acceptance into
the course.
The major difference between the two is that at the Higher Level, the student has
to compose as well as perform, whereas at Standard Level the student may opt for
either composition or performance.
Higher Level candidates are also expected to demonstrate advanced performance
skills and a more comprehensive understanding of complex musical ideas, via an
extended written paper.
Beginning 2011, students will be tested on two prescribed pieces in Section A of the
listening paper.
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STANDARD LEVEL
External assessment 50%
Listening paper (2 hours 15 minutes) 30%
Five musical perception questions (100 marks)
Section A
Students answer two questions.
Question 1 or question 2 (20 marks)
Question 3 (20 marks)
Section B
Students answer three questions.
Question 4 or question 5 (20 marks)
Question 6 (20 marks)
Question 7 (20 marks)
Musical links investigation 20%
A written media script of no more than 2,000 words, investigating
the significantmusical links between two (or more) pieces from
distinct musical cultures (20 marks)
Internal assessment 50%
This component is internally assessed by the teacher and externally
moderated by theIB at the end of the course.
Students choose one of the following options.
Creating (SLC)
Two pieces of coursework, with recordings and written work
(30 marks)
Solo performing (SLS)
A recording selected from pieces presented during one or more
public performance(s), 15 minutes (20 marks)
Group performing (SLG)
A recording selected from pieces presented during two or more
public performances, 20–30 minutes (20 marks)
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HIGHER LEVEL
External assessment 50%
Listening paper (3 hours) 30%
Seven musical perception questions (140 marks)
Section A
Students answer two questions.
Question 1 or question 2 (20 marks)
Question 3 (20 marks)
Section B
Students answer four questions.
Question 4 (20 marks)
Question 5 (20 marks)
Question 6 (20 marks)
Question 7 (20 marks)
Section C
Students answer one question.
Question 8 (20 marks)
Musical links investigation 20%
A written media script of no more than 2,000 words,
investigating the significantmusical links between two
(or more) pieces from distinct musical cultures (20 marks)
Internal assessment 50%
This component is internally assessed by the teacher and
externally moderated by theIB at the end of the course.
Creating (75 hours) 25%
Three pieces of coursework, with recordings and written work
(30 marks)
Solo performing (75 hours) 25%
A recording selected from pieces presented during one or
more public performance(s),20 minutes (20 marks)
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Additional Components
EXTENDED ESSAY
The Extended Essay, which introduces the student to personal research, is based on
a topic of student’s choice, chosen from one of the six groups of subjects. Each
student is assigned a teacher supervisor who advises and guides the student during
nine months spent researching and writing the essay. This is excellent preparation for
similar tasks given to students once they enter university or college education.
Extended Essays are completed by the end of the first term of Year 13 and are
externally assessed.
The Essay and Assessment Methods
• Length – All Extended Essays have an upper word limit of 4000 words. Note: (a)
Excessive length is consistently penalized across all subjects. (b) All Extended
Essays require an abstract of 300 words.
• Presentation – (a) All graphs, diagrams, tables, maps, and other supporting
material must be neatly presented, well labeled and able to be interpreted with
ease. (b) The essay should be logically and clearly ordered. A contents page or
list of chapter headings should be added and all pages be numbered clearly. (c)
It is recommended that a word processor be used.
• Documentation – Standard research paper format that includes (a) footnotes/
endnotes, (b) appendices, (c) bibliography is followed.
The Extended Essay is externally assessed by an examiner appointed by IBCA and can
earn, together with the Theory of Knowledge result, up to three bonus points.
According to the quality of work, the student’s performance in Theory of Knowledge
and the Extended Essay falls 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 a poor standard
NOTE: The award of N, that is, failure to submit an extended essay excludes
a student from the award of the Diploma.
Performance of an elementary standard for both the Extended Essay and
Theory of Knowledge, is a failing condition for award of the Diploma.
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See Extended Essay Guidelines published annually to students for details on management,
writing and assessment of this essay.

THEORY OF KNOWLEDGE
The TOK course, central and essential to the Diploma Programme, encourages critical
thinking about knowledge itself. Its core content is questions like: What counts as
knowledge How does it grow What are its limits Who owns knowledge What
is the value of knowledge What are the implications of having, or not having,
knowledge
What makes TOK unique, and distinctively different from other subjects, is its process.
At the centre of the course is the student as knower. The students have accumulated
a vast amount of knowledge, beliefs and opinions from academic disciplines and their
lives outside the classroom. In TOK they have the opportunity to step back from this
relentless acquisition of new knowledge, in order to consider knowledge issues. These
include the questions already mentioned, viewed from the perspective of the student,
but often begin from more basic ones, like: What do I claim to know [about X] Am
I justified in doing so [how]
TOK activities and discussions aim to help students discover and express their views
on knowledge issues. The course encourages students to share ideas with others and
to listen to and learn from what others think. Connections may be made between
knowledge encountered in different Diploma Programme subjects, in CAS experience
or in extended essay research; distinctions between different kinds of knowledge may
be clarified. Because the subject matter of the course is defined in terms of knowledge
issues, there is no end to the valid questions that may arise in a TOK course.
Theory of Knowledge involves about 100 hours of contact time and is organized in
four broad categories: Knowledge Issues, Knowers and Knowing; Ways of Knowing;
Areas of Knowledge; and Linking Questions.
Assessment:
A
Essay on a prescribed title. Externally assessed. (40 points)
One essay (1200 – 1600 words) on a title chosen from a list of ten titles prescribed
by the IBO for each examination session.
B
Oral presentation. Internally assessed. (20 points)
One presentation (approximately 10 minutes per student) to the class.
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One written presentation planning document and presentation marking form,
using the relevant form from the Vade Mecum, including:
• The knowledge issue that is the focus of the presentation
• A summary in note form of the knowledge issues to be treated during the
presentation
• Achievement levels for each of the four assessment criteria, briefly justified,
from both student and teacher.
CREATIVITY, ACTION AND SERVICE (CAS)
A diploma candidate must engage in a programme of extra-curricular activities known
as creativity, action, service. Schools entering candidates for the diploma undertake
to ensure that three to four hours each week are available to all candidates for CAS
activities. A minimum of 150 hours during the two years is required.
The nature of creativity, action, service
Creativity, action, service (CAS) is at the heart of the Diploma Programme. It is one
of the three essential elements in every student’s Diploma Programme experience.
It involves students in a range of activities alongside their academic studies throughout
the Diploma Programme. The three strands of CAS, which are often interwoven with
particular activities, are characterized as follows.
• Creativity: arts, and other experiences that involve creative thinking.
• Action: physical exertion contributing to a healthy lifestyle, complementing
academic work elsewhere in the Diploma Programme.
• Service: an unpaid and voluntary exchange that has a learning benefit for
the student. The rights, dignity and autonomy of all those involved are
respected.
CAS enables students to enhance their personal and interpersonal development
through experiential learning. At the same time, it provides an important counterbalance
to the academic pressures of the rest of the Diploma Programme. A good CAS
programme should be both challenging and enjoyable, a personal journey of selfdiscovery.
Each individual student has a different starting point, and therefore different
goals and needs, but for many their CAS activities include experiences that are
profound and life-changing.
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For student development to occur, CAS should involve:
• real, purposeful activities, with significant outcomes
• personal challenge—tasks must extend the student and be achievable in
scope
• thoughtful consideration, such as planning, reviewing progress, reporting
• reflection on outcomes and personal learning.
All proposed CAS activities need to meet these four criteria. It is also essential that
they do not replicate other parts of the student’s Diploma Programme work.
Concurrency of learning is important in the Diploma Programme. Therefore, CAS
activities should continue on a regular basis for as long as possible throughout the
programme, and certainly for at least 18 months.Successful completion of CAS is a
requirement for the award of the IB Diploma. CAS is not formally assessed but students
need to document their activities and provide evidence that they have achieved eight
key learning outcomes.
To fulfill the CAS requirement, students must complete:
• Minimum of 150 hours by March, Year 13
· • 50 hours for Creativity, Action and Service.
• Students can start such projects once they commence the IB program and
must do CAS activities throughout year 12 and year 13.
• The quality of the projects, reflections as well as the number of hours
completed will be used to determine whether a student passes this aspect
of the IB Diploma course.
If students fail CAS they will NOT receive their diploma.
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How to Ensure Excellence in
IB Studies
The IB is a demanding programme to study, but well-organised students are able to
accomplish success and still find time to pursue other interests both inside and outside
of school. A good IB student:
• Works consistently throughout the two years of study. He/she always has something
to do. It is recommended that each student do a minimum of 18 hours of
homework per week, that is, 4 hours/week for HL subjects and 2 hours/week
for SL subjects.
• Makes a study plan for the coming week/month, anticipating deadlines for essays,
assignments, etc., and forthcoming sporting and social activities.
• Works in surrounding, conductive to thoughtful study, that is, in the library or
alone in a quite well-lit room, sitting at a desk, without television or loud music.
• Begins studying sooner rather than later in a sustained fashion, uninterrupted by
frequent “refreshment breaks”, “emergency”, telephone calls, computer games
or television viewing; able to study for a set period, take a short break, and then
return to study.
• Follows up recent class notes carefully and checks for clarification with the teacher
to ensure he/she understands what is being instructed. Class notes are well
organized and tidy.
• Engages in lively discussion and debate with fellow students and teachers, and
demonstrates eagerness to ask questions.
• Presents neat assignments that are carefully researched, thoroughly argued and
checked for spelling and syntax errors.
• We recommend the use of a laptop to organize all work. The School has wireless
enabling use in the classroom during study hours.
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IB Learner Profile
The aim of all IB programmes is to develop internationally minded people who,
recognizing their common humanity and shared guardianship of the planet,
help to create a better and more peaceful world.
IB learners strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
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.
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.
They exercise initiative in applying thinking skills critically and
creatively to recognize and approach complex problems, and
make reasoned, ethical decisions.
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.
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.
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.
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.
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Risk-takers
Balanced
Reflective
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.
They understand the importance of intellectual, physical and
emotional balance to achieve personal well-being for themselves
and others.
They give thoughtful consideration to their own learning and
experience. They are able to assess and understand their
strengths and limitations in order to support their learning and
personal development.
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HOW IS THE IB ASSESSED
General and subject specific objectives of IB Diploma courses focus on the development
of cognitive skills and affective capacities. Likewise, assessment procedures are designed
to value both process and content and to achieve a balanced assessment of a student’s
overall performance. Rather than just testing the capacity to regurgitate information,
the emphasis is on understanding and application of knowledge.
Assessment for the IB Diploma is criterion-referenced, not “norm” referenced. This
means that students are not placed into a normal distribution curve with a set
proportion being deemed as having not passed the course. Knowledge and skills are
assessed according to the student’s own achievement against a set of known criteria.
In order for students to have the opportunity to demonstrate their ability, a variety
of assessment methods, which take into account the different learning styles and
cultural experience of students, are used. All subjects are externally examined. All
subjects also require internal assessment, which involves an external moderation
procedure to ensure uniform standards are maintained.
Methods of assessment
The nature of assessment varies according to the subject, but the general pattern is:
A. Personal research work – all students must give evidence of their ability to carry
out independent work in the form of:
i. An Extended Essay of 4000 words in one of the six subject areas. This essay
is assessed by an external examiner but must be accompanied by a report
from the teacher supervisor.
ii.
Guided Coursework in some subjects. This work is internally assessed by the
teacher who guided the student and may be externally moderated who
guided the student and may be externally moderated.
Iii. Portfolios in some subjects. This includes a collection of student’s work and
analysis throughout the two year programme which is internally assessed by
the teacher and may be externally moderated.
B. Written examinations held in May of the second year. These examinations include
a variety of techniques such as, multiple choice objective tests, and short answer
essays. They are prepared and assessed by examining panels responsible for each
subject.
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C. Oral examinations are conducted face-to-face with teachers, or by means of a
cassette recording in the case of self-taught Language A1. Sample recordings
are externally moderated.
D. Practical assessment including laboratory work and individual or group projects
in the experimental sciences, visual arts, theatre, computer science and ITGS are
based on a combination of the teacher’s continuous assessment including portfolio
work, and may be externally moderated.
E. Fieldwork and research projects for some subjects which involves the collection,
analysis and interpretation of data/information requires students to form considered
conclusions.
F. Internal Assessment for part of Theory of Knowledge, all of CAS, and some parts
of certain subjects. All internal assessment is subject to external moderation.
G. School records of Year 12 & 13 are taken into consideration by the Chief Examiner
in exceptional circumstances when awarding final grades.
All examinations are administered at Uplands in May of the second year of the
programme. Mock examinations arranged by Uplands occur in January. Examination
schedules are set by IBCA each year. Students are given notification well in advance
of the examination schedules.
All forms of assessment are designed to measure the extent to which the aims of the
subject have been realized. Therefore, they do not test ability to memorize facts and
large amounts of information, but the extent to which the student has acquired a
real understanding of, and developed the skills appropriate to the subjects being
examined.
The grading scheme:
Each of the six subjects offered is graded on the following scale:
Grade 1 = Very poor
Grade 2 = Poor
Grade 3 = Mediocre
Grade 4 = Satisfactory
Grade 5 = Good
Grade 6 = Very good
Grade 7 = Excellent
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Performance in each subject is graded on a scale of 1 point (minimum) to 7 points
(maximum). For the IB diploma, a maximum of 3 points is awarded for combined
performance in theory of knowledge and the extended essay. The maximum total
Diploma Programme points score is 45.
Article 12: Award of the IB diploma
12.1 All assessment components for each of the six subjects and the additional
IB diploma requirements must be completed in order to qualify for the
award of the IB diploma, except under the conditions stipulated in
Section VIIC “Special cases: incomplete assessment” of these general
regulations.
12.2 The IB diploma will be awarded to a candidate whose total score is 24, 25, 26
or 27 points, provided all the following requirements have been met.
(a) Numeric grades have been awarded in all six subjects registered for the
IB diploma.
(b) All CAS requirements have been met.
(c) Grades A (highest) to E (lowest) have been awarded for both theory of
knowledge and an extended essay, with a grade of at least D in one of
them.
(d) There is no grade 1 in any subject.
(e) There is no grade 2 at higher level.
(f) There is no more than one grade 2 at standard level.
(g) Overall, there are no more than three grades 3 or below.
(h) At least 12 points have been gained on higher level subjects (candidates
who register for four higher level subjects must gain at least 16 points at
higher level).
(i)
At least 9 points have been gained on standard level subjects (candidates
who register for two standard level subjects must gain at least 6 points
at standard level).
(j) The final award committee has not judged the candidate to be guilty of
malpractice.
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12.3 The IB diploma will be awarded to a candidate whose total score is 28
points or above, provided all the following requirements have been met.
(a) Numeric grades have been awarded in all six subjects registered for the
IB diploma.
(b) All CAS requirements have been met.
c) Grades A (highest) to E (lowest) have been awarded for both theory of
knowledge and an extended essay, with a grade of at least D in one of
them.
(d) There is no grade 1 in any subject.
(e) There is no more than one grade 2 at higher level.
(f) There are no more than two grades 2 at standard level.
(g)
Overall, there are no more than three grades 3 or below.
(h) At least 11 points have been gained on higher level subjects (candidates
who register for four higher level subjects must gain at least 14 points at
higher level).
(i)
(j)
At least 8 points have been gained on standard level subjects (candidates
who register for two standard level subjects must gain at least 5 points
at standard level).
The final award committee has not judged the candidate to be guilty of
malpractice.
12.4 A maximum of three examination sessions is allowed in which to satisfy
the requirements for the award of the IB diploma.
Article 13: Form of the IB diploma document
13.1 Successful IB diploma candidates will receive an IB diploma and a document
listing the total diploma points score, the subject grades, the completion of
all CAS requirements and any points awarded for the combination of theory
of knowledge and the extended essay.
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Article 14: Award of the certificate
Certificate candidates will receive a certificate indicating the results obtained in
individual subjects. An IB diploma candidate who fails to satisfy the requirements for
the award of an IB diploma will be awarded a certificate indicating the grades obtained
in individual subjects, together with results in theory of knowledge and the extended
essay and the completion of all CAS requirements, as appropriate.
Examples of diploma scores:
Completion of all diploma requirements
Student A
Higher Level 7,7,7, }
Standard Level 7,7,7, } 45 points the maximum possible score
TOK & EE 3 }
Student B
Higher Level 6,6,5 }
Standard Level 4,4,5 } 31 points a reasonable diploma score
TOK & EE 1 }
Student C
Higher Level 5,3,4 }
Standard Level 4,4,4, } 24 points a pass
Student D
Higher Level 6,5,6 }
Standard Level 3,2,2 } 24 points fails on condition f above
i.e. more than one grade 2
Student E
Higher Level 7,3,6 }
Standard Level 3,3,3 } 25 points fails on condition g above
i.e. more than three grade 3’s
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University Entrance
The IB Diploma is recognized by universities around the
world
United Kingdom and Ireland: For many years, the IB Diploma has been accepted
for admission purposes. Offer of admission to a certain department within the given
university will be made conditional upon the student’s results. Offers are based either
on total diploma points or on the results of the three subjects offered at Higher Level.
Some other universities will base entry on Certificates and do not require the full
Diploma.
Continental Europe: All European countries for entrance into their national universities
accept the IB Diploma. Some countries require that all exams be taken in the Diploma
year (Germany) or a certain level of Mathematics or combination of subjects. Particular
mark and subject requirements exist for different university systems and university
departments. This information should be obtained directly from the relevant Education
Ministry, university or IBO website.
USA: The IB Diploma is not required for university entrance in the US. However, most
prominent universities have developed IB policies, which include advanced placement,
course credit and special consideration at the time of admission. In some cases, a full
year of university standing is awarded to IB Diploma holders. Recognizing the high
standards of the IB program, admissions officers look favorably on student enrollment
in IB courses.
Canada: The IB Diploma is recognized throughout Canada as an admissions credential.
Some of the most selective universities may require it for the admission of students
who have been studying outside Canada. Entrance at second-year standing for Diploma
holders is a possibility at some universities.
Australian and New Zealand: The IB Diploma is recognized as an admissions
credential. The Vice Chancellor offices have developed a scale of equivalency, which
puts IB diploma holders in a very favorable position for gaining acceptance. Offers
are based on total points and sometimes results of selected higher level courses.
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Japan: The IB Diploma is not required as an entrance qualification beyond the regular
diploma awarded by Uplands. However, in the past, students have found that the
additional work in English necessitated by the Diploma program has helped them in
their university entrance exams and in demonstrating to universities their commitment
to their studies.
See www.ibo.org for more information or talk to the University Counsellors
regarding university requirements
We recommend that students research their country/university subject
requirements when making their subject to avoid disappointment later.
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64
Notes

Accredited by the Council of International Schools
and the New England Association of Schools and Colleges.
An examination centre for Cambridge International Examinations,
Edexcel International and the International Baccalaureate Diploma.
Member of the British International Schools Worldwide.
Member of the Boarding Schools Association.
Respect
for
self;
respect
others.
for
The International School Of Penang
(Uplands)
Jalan Sungai Satu, Batu Feringgi, 11100 Penang, Malaysia. Tel: (6)04-881 9777 • Fax: (6)04-881 9778
Website: www.uplands.org • E-mail: info@uplands.org