Studies Guide 2013-14 IB Diploma - Aiglon College

AIGLON COLLEGE 

Switzerland 

Studies Guide 2013-14 

IB Diploma 

Tel: +41 (0)24 496 6161 │info@aiglon.ch │ www.aiglon.ch


International Baccalaureate Diploma 

6 th Form Studies Guide 

INDEX 

WHAT IS THE IB DIPLOMA ............................................................................................................... 2 

THE CORE OF THE IB DIPLOMA ..................................................................................................... 3-4 

Theory of Knowledge (TOK) ...................................................................................................... 3 

Extended Essay (EE) Creativity, Action, Service (CAS) ................................................................. 4 

IB DIPLOMA MODEL .......................................................................................................................... 5 

IB LEARNER PROFILE ...................................................................................................................... 6-7 

SUBJECT CHOICES ........................................................................................................................ 8-11 

FREQUENTLY ASKED QUESTIONS ABOUT IB ..................................................................................... 12 

LEARNING SUPPORT ........................................................................................................................ 13 

GROUP 1 LANGUAGE A 

English A .......................................................................................................................... 14-15 

French A ............................................................................................................................... 16 

Spanish A ......................................................................................................................... 17-18 

German A / Russian A/ Arabic A/ Italian A ................................................................................ 19 

GROUP 2 SECOND LANGUAGE 

English B .............................................................................................................................. 20 

Spanish B ............................................................................................................................. 21 

French B ............................................................................................................................ 22-23 

German B ............................................................................................................................. 24 

Spanish Ab initio ................................................................................................................... 25 

French Ab initio ..................................................................................................................... 26 

German Ab initio ................................................................................................................... 27 

Italian Ab initio ...................................................................................................................... 28 

Mandarin Ab initio / Japanese Ab initio .................................................................................... 29 

GROUP 3 INDIVIDUALS AND SOCIETIES 

History ................................................................................................................................. 30 

Geography ........................................................................................................................ 31-32 

Economics ............................................................................................................................ 33 

Business and Management ..................................................................................................... 34 

GROUP 4 NATURAL SCIENCES 

Biology ................................................................................................................................. 36 

Chemistry ............................................................................................................................. 37 

Physics ............................................................................................................................. 38-39 

Environmental Systems and Societies ...................................................................................... 40 

GROUP 5 MATHEMATICS AND MATHS STUDIES ........................................................................ 41-42 

GROUP 6 ARTS AND ELECTIVES 

Visual Art .............................................................................................................................. 43 

Music ................................................................................................................................... 44 

Theatre Arts ..................................................................................................................... 46-48 

Aiglon 6 th Form IB Studies Guide 2013-14 1

What is the International Baccalaureate Diploma 

The International Baccalaureate Organisation (IBO) was founded in 1968 and has its world 

headquarters in Geneva. There are currently nearly 3,500 schools in 144 countries which offer IB 

programmes to over a million students. The IB continues to grow at about 10% each year and is 

now the most reputable international education programme in the world. 

The IB Diploma has gained a well-deserved reputation for its rigorous academic standards, the 

breadth of its curriculum and its visionary aim of producing young people who are knowledgeable, 

reflective and active citizens who have a commitment to life-long learning. 

Those who undertake the Diploma programme should emerge at the end better equipped to deal 

with the complexities and challenges of the modern world. The IB Diploma is recognised by all 

major universities throughout the world. It is also clear that the IB provides the range of skills and 

the flexibility of approach to learning which is increasingly favoured by employers in the modern 

workplace. 

Key Characteristics of the Diploma 

A key characteristic of the IB Diploma programme is its emphasis on breadth, without sacrificing 

depth. This is achieved by the requirement that all students study six academic subjects: three are 

studied in considerable depth at Higher Level and a further three are studied in less depth at 

Standard Level. Higher Level subjects play to a student’s major strengths and interests, whilst 

Standard Level subjects serve to broaden and complement their studies. 

Another feature of the Diploma is the requirement that all students study at least one foreign 

language, at least one science subject and a Mathematics course. As well as helping to fulfil the 

entrance requirements of many universities it also enables – for example - the more scientificallyminded 

student to retain an appreciation of literature, the artistic person to develop an awareness 

of the natural sciences, and the gifted linguist to hone their numeracy skills. Whilst it is hard to 

quantify the value of such breadth, we firmly believe that it will add greatly to the educational 

experience of Sixth Form students. It is also the case that the challenges presented by the 

contemporary world will require the citizens of the future to be knowledgeable, open-minded and 

cooperative. 

Each subject examined at IB is given a score from 0-7, 7 being the highest mark. The ‘Mark 

Reading’ system at Aiglon reflects this 0-7 scale in order to give students the best indication of how 

they are likely to do in that subject overall. In addition, the core requirements of TOK and the 

Extended Essay are worth up to 3 extra points. This means that the maximum points score 

available for the Diploma is 45. 

Perhaps the most distinctive feature of the Diploma is the so-called ‘core’ (see the section which 

follows for more detailed information) which all students must follow, irrespective of their specific 

subject choices. The core consists of an interdisciplinary approach to learning called Theory of 

Knowledge (TOK), an Extended Essay which offers students the chance to investigate a topic of 

individual interest within the scope of a 4000 word dissertation and the Creativity, Action and 

Service (CAS) programme which requires students to become involved in a range of co-curricular 

activities in order to broaden their experience of the world. Aiglon students are especially wellplaced 

to fulfil the requirements of the CAS programme which matches the school’s strong 

emphasis on developing the whole person. 


The Core of the IB Diploma programme 

All students taking the IB Diploma must complete three elements which, together, constitute the 

philosophical core of the programme: the Extended Essay, Theory of Knowledge (TOK) and 

Creativity, Action and Service (CAS). In order to be awarded the Diploma a student must 

satisfactorily complete all of the components of the core. 

Theory of Knowledge (TOK) 

Theory of Knowledge embodies the spirit and approach of the Diploma as a whole in that it draws 

upon all of the elements of the programme. It is an inter-disciplinary approach to learning which 

invites students to consider and reflect upon the nature of the knowledge claims they are 

confronted by in their wider studies and to develop ways of responding appropriately to many of 

the problems of knowledge they encounter. In this way the course encourages openness, 

intellectual honestly and, where appropriate, intellectual humility. The course specifically examines 

the nature of knowledge in the Arts, Ethics, History, the Human Sciences, Mathematics and the 

Natural Sciences. The various methodologies deployed within these areas are critically assessed 

and the roles played by emotion, language, reason and sense perception in knowledge are also 

examined. 

Theory of Knowledge is assessed in two ways: 

A short class presentation on a contemporary knowledge issue which the student has researched. 

An essay on one of 10 titles prescribed by the IB. The essay titles cover a wide range of knowledge 

issues and invite students to respond both personally and critically. 


The Extended Essay 

The Extended Essay constitutes one of the unique features of the IB Diploma. All students must 

undertake to research and write a 4000 word essay on a topic of their choice from any of the IB 

subjects on offer. The essay is supervised by a member of the Aiglon staff but it is assessed by an 

external examiner. 

It is recommended that students spend around 40 hours writing and researching the essay. 

Students have up to 4 hours contact time with an academic supervisor but they are expected to 

work independently for the remainder of the time. The supervisor’s role is to provide the student 

with advice and guidance in research skills such as helping to formulate a suitable research 

question, gathering and analysing information, documenting sources and writing an abstract. 

The most important aspect of the essay is that it is a process, undertaken by the student over 

several months. The Extended Essay is a very valuable opportunity for students to develop and 

demonstrate the sorts of independent research skills which all higher education institutions require 

and as such is excellent preparation for university life. A good essay can be an excellent topic of 

discussion at interview, or act as the focus of the student’s personal statement for university entry. 

Creativity, Action, Service (CAS) 

The CAS requirement is a fundamental part of the IB programme and takes seriously the 

importance of life outside the classroom and the importance of learning through personal 

experience. It provides a counterbalance to academic studies: 

• Creativity is interpreted broadly to include a wide range of arts activities as well as the 

creativity students demonstrate in designing and implementing service projects or the 

school newspaper. 

• Action can include not only participation in individual and team sports but also taking part 

in expeditions and in local or international projects. 

• Service encompasses a host of school and wider community service activities. Some 

examples might include helping younger children at reading club, meals for the elderly, 

being involved with overseas service projects. Service seeks to teach students compassion 

and give them a sense of responsibility to each other and the wider community. 

• Students are expected to be involved in CAS activities for the equivalent of at least three 

hours each week during the two years of the programme. 

• A system of self- evaluation using personal record books encourages students to reflect on 

their participation, understanding and insights. 


The IB Diploma Programme Model 

The IB chooses to present information about the Diploma programme in the form of a model 

diagram which illustrates the breadth and depth of the programme, as well as its holistic, interdisciplinary 

and global nature. 


The IB Learner Profile 

The overall educational aims of the IB Diploma programme are encapsulated in what the IB calls 

the ‘Learner Profile’ which appears at the centre of the programme model diagram. These aims are 

very closely aligned with Aiglon’s own guiding principles of ‘Mind, Body and Spirit through 

Challenge, Respect, Responsibility, Diversity and Service’. 

The high ideals of the Learner Profile are ones which Aiglon feels are both appropriate to, and 

achievable by, all of its students. Aiglon is fortunate to be able to offer its students a very wide 

range of exciting and challenging courses. It is worth pointing out that the Diploma is a full and 

demanding programme which requires students to be well-organised, focused and 

hardworking. Students will need to make the most of their private study time, whilst also having 

the determination to participate fully in the wider life of the school. 

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry 

and research and show independence in learning. They actively enjoy learning and this love of 

learning will be sustained throughout their lives. 

Knowledgeable They explore concepts, ideas and issues that have local and global significance. 

In so doing, they acquire in-depth knowledge and develop understanding across a broad and 

balanced range of disciplines. 

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and 

approach complex problems, and make reasoned, ethical decisions. 

Communicators They understand and express ideas and information confidently and creatively in 

more than one language and in a variety of modes of communication. They work effectively and 

willingly in collaboration with others. 

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect 

for the dignity of the individual, groups and communities. They take responsibility for their own 

actions and the consequences that accompany them. 

Open-minded They understand and appreciate their own cultures and personal histories, and are 

open to the perspectives, values and traditions of other individuals and communities. They are 

accustomed to seeking and evaluating a range of points of view, and are willing to grow from the 

experience. 

Caring They show empathy, compassion and respect towards the needs and feelings of others. 

They have a personal commitment to service, and act to make a positive difference to the lives of 

others and to the environment. 


Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, 

and have the independence of spirit to explore new roles, ideas and strategies. They are brave and 

articulate in defending their beliefs. 

Balanced They understand the importance of intellectual, physical and emotional balance to 

achieve personal well-being for themselves and others. 

Reflective They give thoughtful consideration to their own learning and experience. They are able 

to assess and understand their strengths and limitations in order to support their learning and 

personal development. 

Requirements for the award of the IB Diploma 

The IB Diploma is a prestigious qualification and there are a number of minimum 

requirements which must be met if the Diploma is to be awarded. From 2013, a Diploma will 

not be awarded if: 

• A candidate’s total points are less than 24. 

• An ‘N’ has been given for one or more subjects, theory of knowledge or the extended 

essay. 

• A grade E has been awarded for both theory of knowledge and the extended essay. 

• There is a grade 1 awarded in any subject and level. 

• CAS requirements have not been completed. 

• The candidate is guilty of malpractice. 

• Grade 3 or below has been awarded four or more times. 

The Diploma will also not be awarded to diploma candidates with 24 to 27 points inclusive if: 

• There is one or more grade 2 awarded at higher level. 

• A grade 2 at standard level awarded two or more times. 

• The candidate has registered for three higher level subjects, and gained fewer than 12 

points on these. 

• A candidate has registered for three standard level subjects, and gained fewer than 9 


• A candidate has registered for four higher level subjects, and gained fewer than 16 


• A candidate has registered for two standard level subjects, and gained fewer than 6 


• A candidate has a grade E in either the extended essay or theory of knowledge. 

The Diploma will also not be awarded to diploma candidates with 28 points or more if: 

• A grade 2 at higher level is awarded two or more times. 

• A grade 2 at standard level has been awarded three times. 

• A candidate has registered for three higher level subjects, and gained fewer than 11 


• A candidate has registered for three standard level subjects, and gained fewer than 8 


• A candidate has registered for four higher level subjects, and gained fewer than 14 


• A candidate has registered for two standard level subjects, and gained fewer than 5 



Subject Choice and Higher Education 

Some university courses demand that particular subjects should have been taken to IB Higher 

Level; in other cases, certain subjects are preferred rather than required. Below is a list which 

attempts to give a general idea of the typical requirements and preferences relating to some of the 

more popular degree courses at leading universities. These should be seen as for guidance 

only and are no substitute for a full discussion with one of the College and Careers 

Counsellors. 

The purpose of the list is to help focus attention on the implications of subject choices made now 

for university entrance. Different universities have different requirements and it is therefore 

important that the specific requirements for any given course should be checked before you make 

any final decision about your choice of university course. To give yourself as much flexibility as 

possible when choosing degree courses, it would be sensible to bear in mind the information given 

below. 

In some cases, the offer of a place depends upon the attainment of specified points in named 

subjects. Hence, it is important for you to select a combination of subjects which will allow you to 

realise your full academic potential during your sixth-form career. 

Note that entry into the most selective universities will likely require a Diploma pass with at least 38 

points and that particular HL scores (usually grades 6 or 7) may also be required. 

The subject recommendations apply to IB higher level choices: 

Accountancy, Finance & Management - Mathematics might be preferred and is sometimes 

required. 

Agriculture – Often 2 sciences needed. Chemistry often required, Biology often preferred. 

Architecture - Mathematics or Physics might be required, along with a portfolio of creative work 

Art & Design – Art required, along with portfolio of work. 

Biochemistry - Chemistry and Biology often required, with Mathematics often preferred. 

Biological Sciences - Biology and Chemistry often required. 

Chemistry - Chemistry required; with two of Mathematics, Biology and 

Physics preferred. 

Chemical Engineering - Chemistry and Mathematics often required, and Physics preferred. 

Computer Sciences - Mathematics and sometimes Physics required; IT neither required nor 

preferred. 

Dentistry - Chemistry, with two of Biology, Physics and Mathematics required. 

Economics - Mathematics often required; Economics might be helpful for some courses. IB 

students considering a university course in Economics would be advised to follow either the 

Higher Level Mathematics course or the Standard Level Mathematics course (not Mathematical 

Studies). 

Engineering - Mathematics and Physics are required. 

English - English Literature required; 

Geography - Geography required. 

Geology - two or three of Geography, Chemistry, Physics, Mathematics, 

Biology required. 

History - History required; a Modern Language might be helpful for Modern History. 

Law - High grades are more important than specific subjects: in fact, all subjects welcomed. 

Mathematics - Mathematics required; Physics may also be useful. 

Materials Science - Physics and Mathematics required; Chemistry might be helpful. 

Metallurgy - Chemistry, Physics and Mathematics often required. 

Medicine - Chemistry required by most; an additional Science or 

Mathematics is always preferred with Biology required by many; some admissions tutors regard an 

essay-based subject or a language as helpful. 

Modern Languages - First Modern Language in main area of study (e.g. French, or German or 

Spanish) required; a second Modern Language might be helpful and is occasionally required. 

Music - Music typically required. 

Natural Sciences - Three of Biology, Chemistry, Physics and Mathematics required. 


Philosophy - No specific requirements; an arts-science mix might be useful. 

Some universities prefer one essay-based subject. Philosophy can be helpful. 

Physics - Mathematics and Physics required. 

Politics, Philosophy and Economics - No specific requirements; an arts-maths mix might 

be helpful. Economics can also be helpful. 

Psychology - Most courses ask for a good grade at GCSE Mathematics owing to the statistical 

analysis involved. Biology can be helpful but is not necessary. 

Veterinary Science - Chemistry and Biology typically required; Mathematics or Physics usually 

required. 

Examples of Subject Choice Combinations 

Please note, these choice combinations are for illustration only and are not meant to be prescriptive 

or exhaustive. 

A strong scientist 

Language A1 at any level 

Language B SL or ab initio 

A Humanities subject (note that both Geography and Economics have strong scientific and 

mathematical components) 

A HL Science 

Mathematics HL or SL (not Studies) 

A second HL Science 

A strong linguist 

Language A1 HL 

Language B HL or a language ab initio 

A Humanities subject at any level 

A Science at any level 

Mathematics at any level 

A second language B at HL 

Applying to a Swiss university (not hotel schools) 

Language A1 at any level 

Language B or ab initio 

A Humanities subject at any level 

A Science (but not Environmental Systems) 

Mathematics HL or SL (not Studies) 

A second HL Science, a second B language or Economics (Arts subjects are not accepted) 

N.B. Some of the top hotel schools, e.g. EHL, may require Maths at SL, rather than 

Studies. 

Otherwise, any permitted combination of subjects is acceptable for entry to most universities. 


Making Your Subject Choices 

It may be helpful to bear in mind the following when making your IB choices: 

If you have a specific higher education course and/or career in mind you must check that the 

combination of subjects you are considering is suitable. This applies particularly in the sciences, 

engineering and medicine. 

N.B. If you are intending to apply for a Swiss university specific subjects at Higher 

Level may be demanded for all courses. In addition, a number of IB subjects are not 

considered suitable for entry. If you are in any doubt about these requirements you 

should see the College and Careers Counsellor before making your final choices. 

If you have no firm ideas regarding your future, it is probably best for you to choose a sensible 

combination of your strongest subjects. You can then spend time during your Lower 

Sixth and Upper Sixth years investigating the higher education options available to you based on 

your choice. The IB programme is designed to give sufficient flexibility for a wide variety of 

university courses and subsequent careers. 


Probable IB Choices List 

You are required to choose one subject from each of the 6 groups. For the Diploma, 3 subjects 

must be chosen at Higher Level and 3 at Standard Level. Please note that all subjects are available 

at both Higher Level and Standard Level, unless otherwise stated. 

Group 1: Language A1 

English 

French 

German 

Spanish 

Russian* 

Arabic* 

Italian 

Group 2: Second Language 

English B 

French B 

German B 

Spanish B 

French ab initio (SL only) 

Spanish ab initio (SL only) 

Group 3: Individuals and 

Societies 

Economics 

Business and Management 

History 

Geography 

Group 4: Natural Sciences 

Biology 

Chemistry (SL only) 

Physics 

Environmental Systems (SL only) 

Group 5: Mathematics 

Mathematics 

Maths Studies (SL only) 

Group 6: Arts and Electives 

Music 

Theatre Arts 

Visual Arts 

Business & Management 

Economics 

Chemistry (HL only) 

French B 

* A separate charge will apply for these languages 

Economics may not be studied in Group 6 if Business has been chosen in group 3 


Frequently Asked Questions about IB 

Do I have to do the Diploma 

Aiglon believes that most students entering the Sixth Form will be capable of completing the IB 

Diploma successfully. However, our focus on individualised learning means that in some cases we 

would advise a student to follow a slightly reduced programme of studies which would not lead to 

the Diploma. This route is known as the IB Courses route. It is still possible to gain entry to a wide 

range of universities if this route is followed. 

How many subjects do I have to choose 

IB Diploma students choose three subjects at Higher Level (HL) and three subjects at Standard 

Level (SL). One subject must be taken from each of Groups 1-6. In addition, all students must 

complete a TOK course, write an Extended Essay and complete all CAS requirements, including 

Expeditions. 

IB Course students choose a slightly less demanding programme of between 4 and 6 subjects, all 

of which must be chosen from different groups. The precise mix of subjects and levels will be the 

outcome of a number of Studies interviews with the Deputy Head Academic and IB Coordinator. IB 

course students must attend all TOK lessons, complete an extended piece of writing (Extended 

Essay or similar) and complete all CAS requirements, including Expeditions. 

Can I change subjects or levels once I have started the IB 

In principle, yes. As long as the school feels that the change is in your best interests, a change is 

usually approved. Please note, however, that the later a change is requested the less likely it is that 

permission will be given. A change will also depend on whether there is room in the set or subject 

requested. A change from HL to SL in a subject will necessitate moving up to HL in another subject, 

if the Diploma requirements are to be met. 

How is the IB examined 

All IB subjects (whether Diploma or Course) are examined at the end of the Upper Sixth year (the 

exam session is always in May). All subjects also have a strong Internal Assessment (coursework) 

element which makes a significant contribution to the student’s final marks in that subject. 

How are the examinations graded 

Each subject, at both Higher and Standard Level, is awarded a mark out of seven points with four 

points representing a ‘pass’. In addition, the Core of the IB is awarded a score out of 3. Pupils 

therefore receive a mark out of 45 (the maximum possible). 

How are the examinations certificated 

A Diploma is awarded for the programme as a whole, specifying the points awarded for each part 

of the programme. The maximum points score is 45 and a minimum of 24 points (at least 12 of 

which must be in HL subjects) are required to be awarded a Diploma. Scores beneath 24 points will 

receive a Courses certificate. IB Course students are awarded individual certificates for each of the 

courses they sit. A Diploma is not awarded. 

When are IB exam results available 

IB exam results are always published in early July. It will be possible to access your results from 

anywhere in the world using a unique PIN code which will be issued prior to the publication of 

results by the IB Coordinator. 

Can I get my exam papers remarked 

Yes. Any external examination paper can be re-marked at the candidate’s own cost. The IB’s remark 

service (known as ‘Enquiry upon Results’ or ‘EUR’) is available a few days after the publication 

of exam results in July and typically takes about 28 days to complete. Requests for this service are 

made through the school’s Studies Office. 


Learning Support 

For students who are new to the school and have a specific learning difficulty and for those who 

have had learning support in the past, it is essential that learning support lessons continue to 

support the increased demands of the IB Diploma. These lessons can be arranged individually and 

normal tutoring fees apply. 


GROUP 1 

LANGUAGE A 

English A 

english@aiglon.ch 

Availability: Higher and Standard Levels 

Why English A 

The English A programme is primarily a pre-university course in literature. It is aimed at 

students who intend to pursue literature or related studies at university, as well as at 

students whose formal study of literature will not continue beyond this level. The former 

would normally follow the Higher Level (HL) programme and the latter the Standard Level (SL). 

The study of World Literature is important to A students because of its global perspective. 

It can play a strong role in promoting a ‘world spirit’ through the unique opportunities it offers 

for the appreciation of the various ways in which cultures influence and shape the 

experiences of life common to all humanity. Its aim is to enrich the international awareness 

of IB students and to develop in them the attitudes of tolerance, empathy and a genuine 

respect for perspectives different from their own. This fits well with the international ethos of 

Aiglon College. 

What are the aims of English A 

The aims of the Language A programme at both Higher and Standard Levels are to: 

• encourage a personal appreciation of literature and develop an understanding of the 

techniques involved in literary criticism; 

• develop students’ powers of expression, both in oral and written communication, and 

provide an opportunity for practising and developing the skills involved in writing and 

speaking in a variety of styles and situations; 

• introduce students to a range of literary works of different periods, genres, styles and 

contexts; 

• broaden the students’ perspective through the study of works from other cultures and 

languages; 

• introduce students to ways of approaching and studying literature, leading to the 

development of an understanding and appreciation of the relationships between different 

works; 

• develop the ability to engage in close, detailed analyses of written texts; 

• promote an enjoyment of, and lifelong interest in, literature. 

How is English A taught at Aiglon 

Students receive five hours of classroom tuition each week if they are taking the Higher 

Level course and three hours each week if they are taking the Standard Level 

course. They are expected to put in as much time again outside the classroom in 

background reading and tackling assignments. This is an important element of the IB. 

Course content 

The course is divided into four parts. Over the two years of the course, students study prose 

fiction and non fiction, poetry, and drama. Assessment is by coursework, written exam, and 

oral assessment (a key element of the IB, and something which distinguishes it from the 

more traditional assessment of A level). 

Aiglon 6 th Form IB Studies Guide 2013-14 14

Over the course, students will be introduced to a wide variety of styles, genres, and historical 

periods. In total, 15 works will be studied at Higher Level, and 12 at Standard Level. 

These range from the works of Shakespeare to world literature from writers such as Sophocles, 

Ibsen and Gabriel Garcia Marquez as well as contemporary poetry and graphic novels. In this way, 

students gain access to a multitude of voices, all exploring one common humanity. It is an exciting, 

diverse course, both challenging and fascinating. 

Expectations 

One of the key expectations of study at IB level is that students are active, independent 

learners. Because of the breadth of study, it is envisaged that students engage in a good deal 

of work outside the classroom. This is particularly the case with English A, as the majority 

of reading will take place in students’ own time. Study at IB, in this way, is more akin to 

university-level study, and as such prepares students well for the rigours of further education. 

Although students will be taken onto a Higher Level course, providing they have some 

experience of studying literature at GCSE level equivalent, a high grade is not obligatory. 

However, the rigours of the course suggest that those students with a good grade at GCSE (B 

or above) will fare better than those without. English A is a challenging course, and students 

need to be aware of this before they begin. 

Are there alternatives to English Literature 

It is an expectation of the IB that some literature is studied at A level, either Higher or 

Standard. However, this can be in the other languages on offer at Aiglon (see the relevant 

section in this guide). Because English is the working language of the college, if 

students do not choose English A in Group 1, they will probably choose English B in 

group 2 (see following section). 

International English Language Testing System (IELTS) 

6 th Form non-native English speakers are also prepared for and sit the Academic Module of this 

internationally recognised qualification. 


French A 

french@aiglon.ch 


Why French 

As we live in a French-speaking area, and as French is the language most frequently studied in the 

schools from which our students come, this is the major foreign language taught at Aiglon. French 

offers access to an immensely rich culture of literature, theatre and cinema, and is widely spoken 

throughout the world. As with any language study, it encourages students to be more open in 

their judgements, and to appreciate another mentality. 

Who takes IB French A 

The IB French A course is designed for students who have already studied the language for many 

years. It is a two-year course, aimed at students with a native or near-native level of French. 

Specification 

This course follows the requirements of the Group 1 IB Language A syllabus. It is literature-based 

and as such is a highly-demanding and rigorous academic course. Students following the Higher 

Level course study 15 works – three from World Literature and 12 from the language of study. 

Students following the Standard Level course study 11 works – three from World Literature and 

eight from the language of study. 

The focus of this course at both Higher and Standard Levels is to encourage a critical response to 

writing in a wide range of forms, styles and contexts and to develop the skills of reading, analysis 

and communication. Through the study of set texts and wider critical reading, students will be 

encouraged to develop an informed personal and critical response to literature. 

Assessment at this level will be based on oral work, essay writing (internally and externally 

assessed) and examinations. 

The course is divided into four sections, each assessed in its own right. These sections are: 

• Part 1: World Literature (three works) 

• Part 2: Texts for detailed study (four works) 

• Part 3: Study of genre (four works) 

• Part 4: School’s free choice texts (four works) 


Spanish A 

spanish@aiglon.ch 


Why Spanish 

Spanish is an important world language, with 400 million native speakers and spoken by more than 

500 million people around the globe. It is also rich and varied as the main language of 

communication in 21 countries: the cultural, literary, historical and artistic patrimony developed in 

this language is immense. Any student of Spanish at A Level will have the unique opportunity to 

explore a variety of works of literary merit and develop a greater appreciation for the rich artistic 

contributions of Spanish-speaking peoples. Studying Spanish and Latin American literature will offer 

insights into the culture and civilisations of Spanish speakers and develop students’ understanding 

of themselves and their own cultures. 

Who takes Spanish A 

This two-year literature course is aimed at native or near-native speakers of the language, or for 

those students whose background has been in Spain or Latin America over a significant period. 

Experience in reading and writing in the target language is essential. 

How is Spanish A taught at Aiglon 

The emphasis in this course is on developing the skills of literary analysis and criticism. To that end, 

teachers of Spanish A will expose students to a variety of authors from different periods and 

cultural/geographical backgrounds, including Spanish and Latin American texts. They will utilise a 

variety of methods and work with supplementary texts and articles to develop students’ 

understanding of the elements of literary analysis, as well as a critical eye. Students will receive 

ample opportunity to practice critical reading of texts and to develop their ideas coherently and 

persuasively in written and oral form. Multimedia resources will also be employed to further expand 

on the experience and understanding of the literary material. 

Specifications 

This course follows the requirements of the IB Group 1 Language A syllabus. The aims of this 

course at both Higher and Standard Levels are: 

• To encourage a personal appreciation of literature and develop an understanding of the 

techniques involved in literary criticism; 

• To develop students’ powers of expression, both in oral and written communication, and 

provide the opportunity for practising 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 students’ perspectives through the study of works from other cultures and 

languages; 

• To introduce the students to ways of approaching and studying literature, leading to a 

development of an understanding and appreciation of relationships between different 

works; 

• To develop the ability to engage in close, detailed analyses of written texts; 

• To promote in the student an enjoyment of, and lifelong interest in, literature. 

The course is divided into four sections, each assessed separately: 

Part 1: World Literature. Involves reading two to three different texts in translation (novels of 

historical, social and political content). Understanding of unit is assessed through a comparative 

essay, externally marked. 


Part 2: Detailed study. Involves reading three to four different texts of two different genres 

(picaresque novel and poetry.) Understanding of unit is assessed through an extended oral 

commentary, prepared in class from an excerpt and internally marked, as well as through the 

written exam, externally marked. 

Part 3: Study of literary genres. Involves reading three to four texts of the same genre (drama). 

Understanding of unit is assessed through the written exam, externally marked. 

Part 4: School choice. Involves reading three Latin American texts around a common theme or 

style (magic realism novels). Understanding of unit is assessed through an individual oral 

presentation, internally marked. 


German A (Literature only) 

german@aiglon.ch 


This is a two-year course, aimed at students with a native or near-native level of German. It follows 

the requirements of the Group 1 IB Language A syllabus. It is literature-based and as such is a 

highly-demanding and rigorous academic course. Students following the Higher Level course study 

13 works – three from World Literature and 10 from the language of study. Students following the 

Standard Level course study 10 works – two from World Literature and eight from the language of 

study. 

The focus of this course at both Higher and Standard Levels is to encourage a critical response to 

writing in a wide range of forms, styles and contexts and to develop the skills of reading, analysis 

and communication. Through the study of set texts and wider critical reading, students will be 

encouraged to develop an informed personal and critical response to literature. 

Assessment at this level will be based on oral work, essay writing (internally and externally 

assessed) and examinations. 

The course is divided into four sections, each assessed in its own right. These are: 

• Part 1: Works in translation 

• Part 2: Texts for detailed study 

• Part 3: Study of genre 

• Part 4: Option. 

Russian A 


This course will be available with a tutor. A separate charge will apply. 

Arabic A 


This course will be available with a tutor. A separate charge will apply. 

Italian A 


This course will be available subject to demand and availability of teachers. 


GROUP 2 SECOND LANGUAGE 

English B (Language) 

english@aiglon.ch 


Why English B 

English B forms part of the modern languages block (group 2), and as a result is primarily a 

language course. The study of a modern language entails acquiring a language system and 

applying it in four active and interrelated ways: through listening, speaking, reading and writing. 

These four skills involve exchanging ideas and effective communication. Effective communication, 

in turn, involves the intellectual process of understanding how ideas can best be expressed to the 

audience concerned. Understanding ideas, and expressing them clearly and convincingly, demands 

an awareness of the cultural characteristics of the audience. 

English B can be taken at either Higher Level (five hours per week) or Standard Level (three hours 

per week). As some study of English is a requirement for an Aiglon IB Diploma, if a 

student does not choose English A they must choose English B. English B is therefore 

primarily for those students who wish to take an A course in a language other than English (see the 

appropriate section in this guide on languages offered at A). 

What are the aims of English B 

These are to: 

• enable students to understand and use English in a range of contexts and for a variety of 

purposes; 

• enable students to use English appropriately; 

• encourage, through the study of texts and through social interaction, an awareness and 

appreciation of the different perspectives of people from other cultures; 

• develop students’ awareness of the role of English in relation to other areas of knowledge; 

• provide the opportunity for enjoyment, creativity and intellectual stimulation through 

knowledge of English; 

• augment students’ study of all areas of the IB Diploma Programme. 

Course content and assessment 

Each of the four primary language skills (listening, speaking, reading and writing) is organised 

according to three distinct but interrelated areas: 

• message: understanding ideas and how they are organised in order to communicate them 

appropriately; 

• cultural interaction: selecting language appropriate to a particular cultural and social 

context; 

• language: handling the language system accurately (grammar, syntax, etc.). 

Students are assessed with a mixture of written examination and oral assessment. The written 

component will ask students to engage in tasks that assess both their reading and writing, and the 

oral component will comprise of a mixture of presentations, interviews and discussions. At Higher 

Level, a small amount of literature will be studied and assessed as part of coursework. 


Spanish B 



Why Spanish 

Spanish is the national language in 21 nations, with more than 500 million native speakers worldwide. 

Students studying this language at IB Language B level will expand on their knowledge of Spanish to 

engage with material of linguistic, cultural and literary significance. This course will prepare students 

beyond familiar situations, to communicate with confidence on more abstract, intellectual topics and 

in a wider variety of contexts. 

Who takes Spanish B 

This course is designed for students who have knowledge of the Spanish language and can 

communicate effectively in a variety of everyday situations. The Spanish B course is for those 

with at least two years’ experience learning the language. It is an excellent preparation for 

further studies in this language at tertiary level. 

How is Spanish B taught at Aiglon 

The emphasis in this course is to expand on basic, practical communication skills in order to reach 

fluency and confidence. Teachers of Spanish B utilise a variety of methods and work with a wide 

range of texts, such as newspaper and magazine articles, informative pamphlets, journals, short 

stories, films, songs and other multimedia resources. Full use is made of our facilities, which include 

two multimedia classrooms with language laboratory capability, dedicated classrooms with state-ofthe-art 

audio-visual facilities and a variety of print and electronic texts. 


This course follows the requirements of the IB Group 2 Second Language B syllabus, the aims of 

which are: 

• To enable students to understand and use the language they have studied in a range of 

contexts and for a variety of purposes; 

• To enable students to use the language appropriately; 

• To encourage, through the study of texts and through social interaction, an awareness and 

appreciation of the different perspectives of people from other cultures; 

• To develop students’ awareness of the role of language in relation to other areas of 

knowledge; 

• To provide the opportunity for enjoyment, creativity and intellectual stimulation through 

knowledge of a language; 

• To provide students with a basis for further study, work and leisure through language; 

• To develop students’ awareness of the relationship between the languages and cultures with 

which they are familiar. 

Students will develop receptive, productive and interactive skills and competencies through the study 

of: tourism, diet and health, social problems and global concerns. There will also be an opportunity 

for some literary study. 

The following skills will be developed: 

• Speaking: Students aim to become fluent in Spanish. By the end of the course they should 

be able to use a range of tenses, vocabulary and registers in spontaneous formal and 

informal conversation. 

• Reading: Students need to interpret a variety of authentic texts and show understanding of 

specific language items. They must also understand the overall meaning of texts, for example 

by writing a letter in response to a given text. 

• Writing: Students must be able to convey ideas clearly, grammatically and coherently. 

It is expected that there will be a cultural trip to Spain during the course of this two-year programme. 


French B 



Why French 

As we live in a French-speaking area, and as French is the language most frequently studied in 

the schools from which our students come, this is the major foreign language taught at Aiglon. 

French offers access to an immensely rich culture of literature, theatre and cinema, and is 

widely spoken throughout the world. As with any language study, it encourages students to be 

more open in their judgements, and to appreciate another mentality. 

How is IB French B taught at Aiglon 

For this course students need to expand their working vocabularies rapidly, while at 

the same time consolidating and increasing their understanding of grammar. To this end, a 

variety of teaching/learning strategies are used, including reading and analysing texts, listening 

to pre-recorded material, watching documentaries and video archives from French 

television, and using regular grammar and conjugation exercises, both on paper and online. 

Students are expected to read current affairs magazines, and are regularly asked for summaries 

(written or oral) of interesting articles. Classes are normally small (6-12 students), and students 

are encouraged to participate as much as possible in oral work. In the second year, when 

language skills have improved considerably, literary texts and films are studied and discussed. 

Theatre trips are organised where possible, and there is normally a 6th Form weekend trip to 

France once a year. 

Who takes IB French B 

The French B course is designed for students who have already studied the language for two or 

more years, and have therefore acquired a reasonable level of proficiency. Therefore students 

who have passed IGCSE French, or who have comparable skills, can embark on this twoyear 

course which is available at Standard as well as Higher Level. 

Specification 

The focus of the French language B course is to promote language acquisition and proficiency 

in communication in a variety of authentic situations. Students learn to understand and use 

French appropriately in a range of contexts and for a variety of purposes. Communication and 

interaction - in writing, reading, listening or speaking - are the keynotes of the course. Only 

authentic material is used, material that therefore reflects the culture of the country/countries 

whose language is being studied. 

The course focuses on the three ‘pillars’ of linguistic proficiency, as described in the IB Course 

Guide: language, cultural interaction and message. 

Typical areas of study are: 

• Social issues and relationships (Year 1) 

• Communication and media (Year 1) 

• International and global issues (Year 1) 

• Health and cultural diversity (Year 2) 

• Science and technology (Year 2) 

Grammar is learned in the context of vocabulary, topic and genre. Students keep a file of 

material relating to the various types of texts and themes studied and/or chosen by them. They 

will be asked to present material from these themes in class as an integral part of the course. 

Such activities will also help to prepare for the course work oral exercises which will be 

internally assessed and count for 30% of the grade. 


The course may include cultural trips, both within Switzerland (local area and French-speaking 

part of the country) and in France. These trips will help students appreciate the diversity of the 

French-speaking world, and lead to a variety of oral and written projects and tasks. 

The assessment weighting of the IBO is followed in both years: 30% for oral and 70% for 

various writing and comprehension tasks. Diploma criteria are gradually introduced in the 

course of the first year and followed throughout the final year. 


German B 



The German B course is designed for students who have already studied the language for two or 

more years, and have therefore acquired a reasonable level of proficiency. The focus of the 

German language B course at Higher and Standard Levels is to develop these skills, promoting 

language acquisition and proficiency in communication in a variety of authentic situations. Students 

learn to understand and use German appropriately in a range of contexts and for a variety of 

purposes. Communication and interaction - in writing, reading, listening or speaking - are the 

keynotes of the course, and only authentic material is used reflecting the culture of Germanspeaking 

countries. 

The course focuses on the three ‘pillars’ of linguistic proficiency, as described in the IB Course 

Guide: language, cultural interaction and message. 

Grammar is learned in the context of vocabulary, topic and genre. Students keep a file of material 

relating to the various types of texts and themes studied and/or chosen by them. They are asked 

to present material from these themes in class as an integral part of the course. Such activities will 

also help to prepare for the course work oral exercises which will be internally assessed and count 

for 30% of the grade. At Standard Level, there is limited use of literary texts, whereas the study of 

literature is integral to the Higher-Level course. 

The course will include cultural trips, both within Switzerland (Bern/Zurich) and in Germany 

(Berlin). These trips will help students appreciate the diversity of the German-speaking world, and 

lead to a variety of oral and written projects and tasks. 

The assessment weighting of the IBO is followed in both years: 30% for oral and 70% for various 

writing and comprehension tasks. Diploma criteria are gradually introduced in the course of the first 

year and followed throughout the final year. 


Spanish Ab initio 


Availability: Standard Level only 

Why Spanish 

Spanish is the national language in 21 nations, with more than 400 million native speakers. 

Students studying this language at IB Ab initio level will join the 500 million Spanish speakers 

worldwide, developing the basic skills to communicate effectively in a variety of real-life situations. 

Studying Spanish should offer insights into the culture and civilisations of other countries and 

develop students’ understanding of themselves and their own culture. 

Who takes Ab initio Spanish 

The Ab initio course is designed for students who have no prior knowledge of Spanish. Students 

who have studied Spanish regularly in the recent past are not eligible to enrol in this 

course. 

How is Ab initio Spanish taught at Aiglon 

As the emphasis in this course is to develop basic, practical communication skills, teachers of 

Spanish utilise a wide variety of methods and strategies including handling authentic texts and 

images, participating in role-play and skits, using multimedia resources and other hands-on 

activities and consistently encouraging the students to interact with others in the target language. 

A range of activities strengthen skills in listening, speaking, reading, writing and viewing material in 

the target language. Full use is made of our facilities, which include two multimedia classrooms 

with language laboratory capability, dedicated classrooms with state-of-the-art audio-visual facilities 

and a variety of print and electronic texts. 


This course follows the requirements of the IB Group 2 Second Language Ab initio syllabus, the 

aims of which are: 

• To develop students’ ability to communicate in speech and writing so they can deal 

adequately with everyday situations and express familiar and practical needs; 

• To encourage awareness of the cultures of both Spain and Latin America; 

• To learn grammatical structures in context through oral materials and written texts in a 

variety of different styles; 

• To provide students with a basis for further study, work and leisure; 

• To provide the opportunity for enjoyment, creativity and intellectual stimulation through 

knowledge of an additional language. 

Students will develop receptive, productive and interactive skills and competencies through an 

exploration of the following themes and related topics: 

• Individual and society: personal information and description, routine, family, education, 

food and drink, health 

• Leisure and work: employment, entertainment, holidays, media, sport, technology, 

transport 

• Urban and rural environment: neighbourhood, town and services, weather, physical 

geography, global issues. 

A wide variety of authentic texts are used and produced, including interviews, dialogues, letters, 

menus, brochures, postcards, emails, pictures, poems, songs, timetables, posters, books, signs and 

advertisements. 


French Ab initio 



Why French 

As we live in a French-speaking area, and as French is the language most frequently studied in the 

schools from which our students come, this is the major foreign language taught at Aiglon. French 

offers access to an immensely rich culture of literature, theatre and cinema, and is widely spoken 

throughout the world. As with any language study, it encourages students to be more open in 

their judgments, and to appreciate another mentality. 

How is IB French Ab initio taught at Aiglon 

For this two-year course, no previous knowledge of the language is required. The course 

only exists at standard level and is suitable for students who would like to acquire some 

knowledge of the French-speaking countries and cultures. Classes are normally small (6-12 

students), and students are encouraged to participate as much as possible in oral work. 

Specification 

Students learn to understand and use basic French appropriately in a range of everyday 

situations and for a variety of purposes. Communication and interaction - in writing, reading, 

listening or speaking - are the keynotes of the course. Lessons are delivered using the target 

language and a wide range of resources (including on-line activities and multimedia tasks) 

enables students to embrace fully their language learning experience. The emphasis is on basic 

communication skills in the early stages, with frequent listening and speaking exercises, regular 

use of the language laboratories and computer exercises. This gradually leads to competence in 

reading and writing. 

The overall objective of the French Ab initio course is for students to achieve communicative 

competence in a variety of common everyday situations. 

At the end of the language Ab initio course candidates will be expected to demonstrate the ability 

to: 

• Communicate information and some basic ideas clearly and effectively, in a limited range of 

situations; 

• Understand and use accurately the essential spoken and written forms of the language in a 

limited range of situations; 

• Understand and use a limited range of vocabulary in common usage; 

• Use a register that is generally appropriate to the situation; 

• Show an awareness of some elements of French culture. 

Topics covered include: 

• The individual 

• Education 

• Transport and communication 

• Shopping 

• Food and drink 

• Leisure 

• Environment 

• Emergencies. 

As communication is the keynote in this course, all activities are interactive in nature. Assessment 

is a combination of written examinations (70%) and internally assessed oral activities (30%). 


German Ab initio 


Availability: Standard Level only These courses will be available subject to 

demand and teacher availability 

The Ab initio Course is designed for students who have no prior knowledge of German. 

Why German 

German is one of the most important European languages and a student who has studied the 

subject at Ab initio level will possess many important advantages when it comes to choosing a 

career. These include the flexibility to work in an increasingly-international environment, and a 

more complete understanding of European culture. A study of German also develops logical and 

analytical skills, and encourages an open and positive attitude to other cultures and societies. 

How is IB German Ab initio taught at Aiglon 

For this two-year course, no previous knowledge of the language is required. The course only 

exists at Standard Level and is suitable for students who would like to acquire some knowledge of 

the German speaking countries and cultures. Classes are normally small (6-12 students), and 

students are encouraged to participate as much as possible in oral work. 

Specification 

Students learn to understand and use basic German appropriately in a range of everyday situations 

and for a variety of purposes. Communication and interaction - in writing, reading, listening or 

speaking - are the keynotes of the course. Lessons are delivered using the target language and the 

wide range of resources (including on-line activities and multimedia tasks) enables students to 

embrace fully their language learning experience. The emphasis is on basic communication skills in 

the early stages, with frequent listening and speaking exercises, regular use of the language 

laboratories, and computer exercises. This gradually leads to competence in reading and writing. 

The overall objective of the German Ab initio course is for students to achieve communicative 

competence in a variety of common everyday situations. At the end of the course candidates will 

be expected to demonstrate the ability to: 


situations; 





• Show an awareness of some elements of German culture. 



• Education 


• Shopping 


• Leisure 



As communication is the keynote in this course, all activities are interactive in nature. Grammar is 

learned in the context of vocabulary, topic and genre, and students are encouraged to keep a file. 

Time permitting, the course includes a cultural trip in the second year. Assessment is a 

combination of written examinations (70%) and internally-assessed oral activities (30%). 


Italian Ab initio 

italian@aiglon.ch 

Availability: Standard Level only These courses will be available subject to 

demand and teacher availability 

The Ab initio Course is designed for students who have no prior knowledge of Italian. 

Why Italian 

Italian is one of the most important European languages and a student who has studied the subject 

at Ab initio level will possess many important advantages when it comes to choosing a career. 

These include the flexibility to work in an increasingly-international environment, and a more 

complete understanding of European culture. A study of Italian also gives direct access to the rich 

cultural heritage that Italy represents 

How is IB Italian Ab initio taught at Aiglon 

For this two-year course, no previous knowledge of the language is required. The course only 

exists at Standard Level and is suitable for students who would like to acquire some knowledge of 

the Italian speaking countries and cultures. Classes are normally small (6-12 students), and 

students are encouraged to participate as much as possible in oral work. 

Specification 

Students learn to understand and use basic Italian appropriately in a range of everyday situations 

and for a variety of purposes. Communication and interaction - in writing, reading, listening or 

speaking - are the keynotes of the course. Lessons are delivered predominantly using the target 

language and the wide range of resources (including on-line activities and multimedia tasks) 

enables students fully to embrace their language learning experience. The emphasis is on basic 

communication skills in the early stages, with frequent listening and speaking exercises, regular use 

of the language laboratories, and computer exercises. This gradually leads to competence in 

reading and writing. 

The overall objective of the Italian Ab initio course is for students to achieve communicative 

competence in a variety of common everyday situations. At the end of the course candidates will 

be expected to demonstrate the ability to: 


situations; 





• Show an awareness of some elements of Italian culture. 



• Education 


• Shopping 


• Leisure 



As communication is the keynote in this course, all activities are interactive in nature. Grammar is 

learned in the context of vocabulary, topic and genre, and students are encouraged to keep a file. 

Time permitting, the course may include a cultural trip in the second year. 

Assessment is a combination of written examinations (70%) & internally-assessed oral activities (30%). 


Japanese Ab initio 

Availability: This course will be available subject to demand and teacher availability 

Mandarin Ab initio 

Availability: This course will be available subject to demand and teacher availability 


GROUP 3 

INDIVIDUALS AND SOCIETIES 

History 

history@aiglon.ch 


Why choose History 

These courses will enable students to: 

• Develop their interest in the past and learn about the significance of events, individuals, 

issues and societies in history; 

• Develop an understanding of how the past has been interpreted and represented; 

• Learn how and why societies have changed over time; 

• Improve their analytical and thinking skills; 

• Learn to express their ideas more confidently and effectively. 

How is History taught at Aiglon 

Standard Level students will have three lessons a week and Higher Level students will have five 

throughout both the Lower and Upper Sixth years. A variety of teaching methods are employed, 

but there is a strong emphasis on discussion work and students are strongly encouraged to 

participate fully in this. It is also important that students are willing to spend time reading around 

the subjects studied and show initiative in finding out information for themselves. 

Who takes History 

These courses would appeal to students who: 

• Have an intrinsic interest in finding out more about the development of the world in which 

we live; 

• Wish to further develop the knowledge and interest gained from the IGCSE History course; 

• Wish to study History even though they did not take the subject at GCSE level; 

• Enjoy reading, investigation and discovery; 

• Enjoy argument and debate; 

• Want to study a subject which encourages them to consider and weigh up evidence, and 

then make up their own minds. 

Specification 

Students following IB History will follow a varied and exciting programme of international history. 

The aim is to build on interest stimulated by the IGCSE History course in the 4th and 5th Forms, by 

expanding on certain areas of C20th history, and looking at events in other geographical areas and 

from fresh viewpoints. The syllabus studied will be: 

Standard Level 

• Paper 1: The Middle East 1945-1974 

• Paper 2: Causes, practices and effects of wars (we will study several of: World War One, 

Spanish Civil War, Chinese Civil War, World War Two, Algerian war of independence, 

Falklands War, First Gulf War). Single-party and authoritarian states (we will study several 

of: Peron's Argentina, Mao's China, Stalin's Russia, Hitler’s Germany, Castro’s Cuba). 

Higher Level students will also study 

• Paper Three: Russia 1854-2001 and Western Europe 1945-2000 (this includes topics such 

as Spain after World War Two, the Fourth French Republic, East and West Germany, the 

development of the European Union). 


Geography 

geog@aiglon.ch 

Availability: Higher and Standard Levels over two years 

Why Geography 

Geography is about management, decision-making and building tomorrow’s world. These concern 

us all! It is understanding: 

• the natural world around us and how it functions 

• the interactions of people with each other and with the environment 

• the opportunities and constraints facing different communities around the world. 

It is also learning: 

• to manage the world, its people and its resources 

• skills for life. 

The IB Geography course allows students to question and think deeply about the world they see 

around them and provide the awareness and skills needed to manage it responsibly, productively 

and sustainably. 

By undertaking fieldwork, students will develop a range of skills for life, becoming inquiring learners 

able to design a methodology and collect and process data. 

How is Geography taught at Aiglon 

The programme features a wide variety of activities. Students receive some college-style lecture 

classes, where they will be required to take notes. They also prepare and give group presentations, 

both in class and to the whole school, and take part in discussions. Wider reading and research are 

important elements of the course. For these, students use our large library of books, periodicals 

and audio-visual resources, as well as Internet and satellite TV for up-to-date developments from 

around the globe. We also learn through practical field-work studies, both locally and abroad. 

Who takes Geography 

Students do not need to have studied Geography previously, although a C-grade at IGCSE is 

necessary if they have done so. Otherwise, the student should ask him or herself the following 

questions: 

• What sort of world do I want for myself and for my children 

• Do I have a lively and enquiring mind and an interest in the environment and current 

affairs 

• Am I willing to research and to explore new ideas 

• Can I communicate my ideas effectively 

• Is the course relevant and useful for a future career 

With its emphasis on current global issues, problem-solving and decision-making skills, the course 

provides an essential base for a wide range of careers, including finance, business management, 

law, administration and government, manufacturing, marketing, media, planning, tourism, resource 

management and many others. 

How does Geography fit into the IB programme 

Geography provides a broad curriculum, occupying the middle ground between the social and 

natural sciences. The subject takes advantage of this position to examine relevant concepts and 

ideas from a wide variety of disciplines, making it an appropriate partner for most other IB subjects. 

Specification 

We follow the IB programme, with the following options: 


Part 1 Standard Level and Higher Level 

• Populations in transition 

• Disparities in wealth and development 

• Patterns in environmental quality and sustainability 

• Patterns in resource consumption. 

Part 2 Standard Level and Higher Level 

• Extreme environments 

• Freshwater – issues and conflicts 

• Hazards and disasters (Higher Level only). 

Part 3 Higher Level only 

• Global interactions. 

At both Standard and Higher Levels students produce a written report based on a fieldwork 

question involving data collection and analysis. 


Economics 

economics@aiglon.ch 


What is Economics 

Economics is a dynamic social science, focused on the concept of scarcity and the problem of 

resource allocation. It involves the use of theory to explain decisions and incentives of people, firms 

and governments. Economics is not a discrete subject since it involves elements of History, 

Geography, Psychology, Sociology, Politics and other fields of study. Economics at IB examines 

both microeconomics, focusing on specific markets, and also national and macroeconomic or 

national and international issues such as inflation, economic growth, unemployment, trade and 

development. 

Syllabus at Higher and Standard Level outline 

Higher Level and Standard Level Economics both cover four topics: 

• Microeconomics 

• Macroeconomics 

• International economics 

• Development economics. 

Difference between the levels 

The Higher Level course differs from Standard Level course in: 

• The hours devoted to teaching (240 hours for HL compared to 150 hours for SL) 

• The extra depth and breadth required (HL extension topics) 

• The nature of the examination questions. 

Assessment 

Higher Level – External assessment consists of three written papers and is worth 75% of the 

course. Paper three is focused on the mathematical elements of the course. Internal assessment 

consists of three commentaries on three different economic articles. 

Standard Level – External assessment consists of two written papers and is worth 75% of the 

course. Internal assessment consists of three commentaries on three different economic articles. 

Who takes Economics 

No prior experience or understanding of Economics is required but willingness to read about the 

wider world is essential. Pupils who do well in Economics have an interest in life beyond the 

confines of Aiglon, consider why people make decisions and question what is happening in the 

economic and political news. Skills which are helpful include above average numeracy, at least B 

grade Maths (I)GCSE is strongly recommended, good writing skills and an inquiring, open mind. 

The syllabus is strongly international and encourages an international point of view. 


Business and Management 

business@aiglon.ch 


Why Business and Management 

Business and Management is a rigorous and dynamic discipline that examines business processes 

and decision making. It considers how businesses are affected by internal and external 

environments and forces. It is the study of both the way in which individuals and groups interact in 

an organisation and of the transformation of resources. The course considers business theory and 

the application of principles, practices and skills to real companies. Business and Management 

studies the range of business organisations, activities and the cultural and economic context in 

which business operates. 

Syllabus outline: 

• Business organisation and environment 

• Accounts and finance 

• Operations management 

• Human resources 

• Marketing 

• Strategy (HL only). 

Difference between Higher and Standard Levels 

The Higher Level course differs from the Standard Level course in that: 

• The hours devoted to teaching (240 hours for HL, 150 for SL) 

• The extra depth and breadth required (HL extension topics and the internal assessment 

project) 

• The nature of the examination questions. 

Assessment 

Higher Level: Two papers worth 75% and an internal assessment project worth 25% of the 

course. 

Standard Level: Two papers worth 75% and an internal assessment written commentary worth 

25% of the course. 

Assessment is case study based and all theoretical knowledge is applied to specific business 

scenarios, so English comprehension skills are important. 

The internal assessment project requires students to design and undertake research that either 

addresses an issue facing an organisation or range of organisations or analyses a decision to be 

made by an organisation or range of organisations. 

N.B. The internal assessment in Business and Management at Higher Level is a rigorous and 

difficult exercise. It requires significant personal research into a specific company and exceptional 

independent learning and writing skills. 

Who takes Business and Management 

No prior experience of Business and Management is required, however, a willingness to engage 

and read about the wider business environment is essential. It is a little less theoretical than 

Economics but should not be considered an easy option. An IGCSE B grade in Maths and English is 

required and the internal assessment project at Higher Level requires considerable independent 

learning and writing skills. The subject appeals to those fascinated by the factors which cause an 

organisation to succeed or fail. 


GROUP 4 

NATURAL SCIENCES 

Students must complete one Science subject during the Diploma. Students may continue to study 

the IGCSE subjects of Biology, Chemistry or Physics to a Higher or Standard level. Alternatively 

they could also chose to study Environmental Systems and Societies, which is available at standard 

level only. 

Internal Assessment (IA) requirements 

All group 4 subjects require students to undertake a large quantity of practical work during the 

course. Students completing a Standard level course must complete a minimum of 30 hours of 

practical work and those in Higher level subjects must complete 50 hours. The practical work is 

marked by Internal Assessment, with external moderation. It requires personal motivation and the 

ability to work independently. 

Group 4 project 

All students, with the exception of those completing Environmental Systems, must also complete a 

Group4 project. This is completed late in the Summer term of the L6th year. The project is 

designed to assess the student’s ability to work in a group environment, share ideas and overcome 

problems. It is a highly enjoyable 2 day experience and one that many students find to be a 

highlight of their IB experience. 

Is it possible to study more than one Science 

Yes. 

Chemistry is also offered in Group6 of the IB hexagon. Therefore students who wish to study more 

than one science must choose Chemistry in Group6 and either Biology or Physics in Group 4. 


Biology 

biology@aiglon.ch 


Nature of the subject. 

Biology is an academic subject that blends mental agility with practical skill. Good Biologists are 

always asking question: why does this process happen as it does What drives this process Why 

are we here in the way that we are 

Who takes Biology 

The best Biologists are those who truly enjoy the subject. They take pleasure in understanding 

themselves and the environment they inhabit. Good IB Biologists also have an enjoyment of 

Chemistry. IGCSE is very useful, especially for HL students and studying IB Chemistry as a second 

science provides a distinct advantage. IB Biologists must also be very dedicated, they must prepare 

to study hard and develop a truly enquiring mind. 

It is expected that Higher level Biology students will have achieved a grade B or above in IGCSE 

Biology and at least a grade C in IGCSE Chemistry. 

Specification: 

Standard and Higher Level: 

Topic1: Statistical analysis 

Topic 2: Cells 

Topic 3: The Chemistry of Life 

Topic 4: Genetics 

Topic 5: Ecology and Evolution 

Topic 6: Human health and physiology 

Higher level only: 

Topic 7: Nucleic acids and proteins 

Topic 8: Cell respiration and photosynthesis 

Topic 9: Plant science 

Topic 10: Genetics 

Topic 11: Human health and physiology 

Options: 

Two options topics are also studied, they are currently: 


Option A: Human nutrition and health 

Option G: Ecology and conservation 

Higher Level 

Option G: Ecology and conservation 

Option H: Further human physiology 


Chemistry 

chemistry@aiglon.ch 


Nature of the subject 

Chemistry is an experimental science that combines academic study with the acquisition of practical 

and investigative skills. Chemical principles underpin both the physical environment in which we live 

and all biological systems. Apart from being a subject worthy of study in its own right, Chemistry is 

a prerequisite for many other courses in higher education, such as medicine, dentistry, veterinary 

science and biological and environmental sciences. It also serves as useful preparation for 

employment. 

The Diploma Programme Chemistry course includes the essential principles of the subject but also, 

through selection of options, allows teachers some flexibility to tailor the course to meet the needs 

of their students. 

The course is available at both Standard Level and Higher Level, and therefore accommodates 

students who wish to study Science in tertiary education as well as those who do not. 

Who takes Chemistry 

The course is suitable for students who: 

• have an interest in and enjoyment of Chemistry and the sciences generally; 

• enjoy carrying out investigations by the application of imaginative, logical and critical 

thinking; 

• want to use Chemistry to support other qualifications and interests in university and college 

education. 

It is expected that students will have knowledge and understanding of Chemistry at least to Grade 

B or above in IGCSE to embark on the Higher Level course. 

Specification 

The syllabus for the Diploma Programme Chemistry course is divided into three parts: the core, the 

additional Higher Level material and the options. 

Topics studied include: 

• Quantitative Chemistry 

• Atomic structure 

• Periodicity 

• Bonding 

• Energetics 

• Kinetics 

• Equilibrium 

• Acids and bases 

• Oxidation and reduction 

• Organic Chemistry 

• Measurement and data processing. 

All students study two additional units of work. The selection of these will depend on the interests 

of the class and the individual strengths of the teachers. 


Physics 

physics@aiglon.ch 


Nature of the subject 

Physics is the study of the whole universe: what is it made of, and how does it behave We try to 

find the very smallest particles of matter and attempt to understand how vast stars and galaxies 

work. To do this we invent and use amazing machines to extend the range of our feeble human 

senses. Our focus is not limited to the universe as we see it today; we also seek to understand how 

nature has evolved in the 13.7 billion years since the big bang, and to predict what might happen 

in the future! 

Apart from being a superb subject worthy of study in its own right, Physics is a prerequisite for 

students intending to study engineering or architecture at university, and is a great preparation for 

any future study of maths, medicine, sports science, earth science, economics or business courses. 

Employers in every sector value the analytical and problem-solving skills developed by studying 

Physics. 

The course is available at both Standard Level and Higher Level, and therefore accommodates 

students who wish to study Science in tertiary education as well as those who do not. It should be 

noted that the Standard Level course still provides a real challenge; only students willing to think 

and work hard should choose Physics as part of their IB Diploma. 

Who takes Physics 

Those who want answers to the questions they have about the natural world. Those who 

wish to go on to study the physical sciences, engineering, medicine or any associated courses at 

university or college. Those who wish to take a Science for the purposes of graduation from 

secondary education and are prepared to accept the challenge presented by a rigorous and 

demanding subject. 

It is expected that students will have knowledge and understanding of Physics at least to grade B 

or above in IGCSE to embark on the Higher Level course. 

Specification 

Topics studied include: 

• Measurement 

• Mechanics 

• Thermal physics 

• Oscillations and waves 

• Electric currents 

• Fields and forces 

• Atomic and nuclear physics 

• Energy, power and climate change 

• Motion in fields (HL only) 

• Electromagnetic induction (HL only) 

• Quantum and nuclear physics (HL only) 

• Digital technology (HL only). 


Each class will also study two additional topics, chosen by agreement between the class and teacher, 

from the following options: 

Standard Level options: 

• Sight and wave phenomena 

• Quantum and nuclear physics 

• Digital technology 

• Relativity and particle physics 

• Astrophysics 

• Communications 

• Electromagnetic waves. 

Higher Level options: 

• Astrophysics 

• Communications 

• Electromagnetic waves 

• Relativity 

• Medical physics 

• Particle physics. 

Practical work runs in parallel to the theory, contributing 24% to the final course grade. 


Environmental Systems and Societies 

science@aiglon.ch 


Why Environmental Systems and Societies 

The prime intent of this course is to provide students with a coherent perspective of the 

interrelationships between environmental systems and societies; one that enables them to adopt an 

informed personal response to the wide range of pressing environmental issues that they will inevitably 

come to face. Students’ attention will be drawn to their own relationship with their environment and 

the significance of choices and decisions that they make in their own lives. It is intended that students 

develop a sound understanding of the interrelationships between environmental systems and societies, 

rather than a purely journalistic appreciation of environmental issues. 

As a transdisciplinary subject, Environmental Systems and Societies is designed to combine the 

techniques and knowledge associated with Group 4 (the experimental sciences) with those associated 

with Group 3 (individuals and societies). Transdisciplinary subjects therefore introduce more flexibility 

into the IB Diploma Programme. 

How is Environmental Systems and Societies taught at Aiglon 

The programme features a wide variety of activities. Students receive some college-style lecture classes, 

where they will be required to take notes. They also prepare and give group presentations, both in 

class and to the whole school, and take part in discussions. Wider reading and research are important 

elements of the course. For these, students use our large library of books, periodicals and audio-visual 

resources, as well as Internet and satellite TV for up-to-date developments from around the globe. We 

also learn through practical fieldwork and lab-based studies. 

Who takes Environmental Systems and Societies 

Prospective students should meet a range of mathematical requirements, and ask themselves the 

following questions: 

• Do I have a lively and enquiring mind and an interest in the environment and current affairs 

• Do I have an interest in how international collaboration can resolve environmental problems 

• Am I willing to research and to explore new ideas 

• Can I communicate my ideas effectively 

• Is the course relevant and useful for a future career 

With its emphasis on links between the environment and society, this course provides an essential base 

for a wide range of careers, including finance, business management, law, administration and 

government, manufacturing, marketing, media, planning, tourism, resource management and many 

others. 

Specification 

We follow the IB programme, with the following topics: 

• Systems and models 

• The ecosystem 

• Human population, carrying capacity and resource use 

• Conservation and biodiversity 

• Pollution management 

• The issue of global warming 

• Environmental value systems. 

The course is assessed by two written papers and an internal assessment based around practical field 

and lab-work. 


GROUP 5 

MATHEMATICS AND MATHS STUDIES 

Mathematics 

(maths@aiglon.ch) 

Availability: Mathematics at Higher and Standard Levels 

Maths Studies at Standard Level only 

Why Mathematics 

Firstly Mathematics is a compulsory part of the IB Diploma programme. This is because it is a course 

worth studying in its own right. It is challenging, rigorous and interesting. It builds on work met at 

GCSE, but also involves new ideas that some of the greatest minds have produced. It serves as a very 

useful support for many other qualifications as well as being a highly-regarded qualification for the 

workplace and numerous courses in higher education. 

How is Mathematics taught at Aiglon 

In IB there are three levels of Mathematics: Higher Level, Standard Level and Studies Level. 

Higher Level is a very demanding course and is taught in five 55-minute periods per week, making a 

total of 240 hours taught over the two years. 

Standard Level is a demanding course that is taught in four 55-minute periods per week, making a 

total of 150 hours taught over the two years. 

Studies Level counts as a Standard Level course and is designed for those who find Mathematics 

challenging. It is taught in three 55-minute periods per week, making a total of 150 hours taught over 

the two years. 

Higher Level 

This is a two-year course that caters for students with a good background in Mathematics and 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. 

Specification 

Core syllabus content - 190 hours; option syllabus content - 40 hours; portfolio - 10 hours. 

Core: Algebra - 20 hours; Functions and equations - 26 hours; Circular functions and trigonometry - 22 

hours; Matrices - 12 hours; Vectors - 22 hours; Statistics and probability - 40 hours; Calculus - 48 hours. 

Option: Students must take one of the following: Statistics and probability - 40 hours; Sets, relations 

and groups - 40 hours; Series and differential equations - 40 hours; Discrete Mathematics - 40 hours. 

Portfolio: One piece of work, based on different areas of the syllabus, students develop their own 

mathematical exploration. 



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. 

The course focuses on introducing important mathematical concepts through the development of 

mathematical techniques. The intention is to introduce students to these concepts in a comprehensible 

and coherent way, rather than insisting on mathematical rigour. Students should wherever possible 

apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate 

context. 

Specification 

Core syllabus content - 140 hours; Portfolio - 10 hours. 

Core: Algebra - 8 hours; Functions and equations - 24 hours; Circular functions and trigonometry - 16 

hours; Matrices - 10 hours; Vectors - 16 hours, Statistics and probability - 30 hours; Calculus - 36 hours. 

Portfolio: One piece of work, based on different areas of the syllabus, students develop their own 

mathematical exploration. 

Mathematical Studies 

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. 

The course concentrates on mathematics that can be applied to contexts related as far as possible to 

other subjects being studied, to common real-world occurrences and to topics that relate to home, 

work and leisure situations. The course includes project work, a feature unique within this group of 

courses. Students must produce a project, a piece of written work based on personal research, guided 

and supervised by the teacher. The project provides an opportunity for students to carry out a 

mathematical investigation in the context of another course being studied, a hobby or interest of their 

choice using skills learned before and during the course. This process allows students to ask their own 

questions about Mathematics and to take responsibility for a part of their own course of studies in the 

subject. 

Specification 

Syllabus content: 130 hours and a project of 20 hours. 

Introduction to the graphic display calculator - 3 hours; Number and algebra - 14 hours; Sets, logic and 

probability - 20 hours; Functions - 24 hours; Geometry and trigonometry - 20 hours; Statistics - 24 

hours; Introductory differential calculus - 15 hours; Financial Mathematics - 10 hours. 

Project - 20 hours: The project is an individual piece of work involving the collection of information or 

the generation of measurements, and the analysis and evaluation of the information or measurements. 

Texts: All courses use various text books from; 

Oxford; IB Course Companion and Haese and Harris; Mathematics for the International student. 


GROUP 6 

ARTS AND ELECTIVES 

Visual Art 

(art@aiglon.ch) 


Why take Art 

IB Visual Art is a rigorous pre-university course of study, designed to empower students to become 

knowledgeable and inquiring as well as caring and compassionate citizens of the world. There is a 

strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, 

and the attitudes necessary to respect and evaluate a range of points of view. 

It is designed to build on prior knowledge and experience in the visual arts as well as develop new skills, 

techniques and ideas. It is highly recommended that any student wanting to take Visual Art has 

completed a GCSE course or equivalent and has earned at least a C or above. 

How is Art taught at Aiglon 

Art is taught through experience and example, students are encouraged to explore how ideas can be 

developed and problems solved. Trips are organised through the course so that students can 

experience other art works first hand. Students receive five one-hour lessons each week, and can take 

Visual Arts at either Standard Level or Higher Level. This choice has to be made by half term of the 

Autumn term, in the Lower Sixth. 

Who takes Art 

Those students who show a genuine interest in and have a real passion for the subject. Prior 

experience is vital at Higher Level and desired at Standard Level. 

Specification 

Below is a guide to the assessment. Students have to produce work in both their investigation 

workbooks (IWB) and finished pieces of work. The number of images from the IWB and final pieces 

that will be assessed is in brackets next to each part of the options. 

Higher Level Option A (Hla) 

PART A - Studio work (12-18 pieces) 60% 

PART B - Investigation workbook (25-30 images) 40% 

Higher Level Option B (Hlb) 



Standard Level Option A (Sla) 



Standard Level Option B (Slb) 




Music 

music@aiglon.ch 


It is useful to have studied Music at GCSE level before commencing studies in the IB Diploma in Music. 

However, this is not essential as long as you are able to confidently play a musical instrument and 

are able to read music. A performing standard equivalent to a Grade VI level of the Associated Board of 

the Royal Schools of Music or Trinity Guildhall Rock School is a sufficient standard to have reached by 

the end of your IB course. Some working knowledge of music theory is also essential. Theory and 

musical literacy skills will also be further developed throughout the course via a series of additional 

structured classes. These lessons will form an essential ‘bolt-on’ module, ultimately supporting and 

developing the musical literacy and analysis skills required for the IB in Music. 

The Music course demands the use and development of performing, composing, listening and analytical 

skills. Throughout the course you will improve skills in both performing and composing in a range of 

styles. You will listen to a wide variety of music and develop a more informed appreciation of how and 

why it was written and/or performed. The course also allows you, in addition to developing your 

performance skills, to use and significantly develop (if appropriate) your music technology skills. 

Compositions and performances can be composed and recorded using Music Department computers 

and the recording studio facilities. Music at IB is highly suitable for anyone who has a keen interest in 

creating and listening to different styles of music and who wishes to broaden their experience and 

deepen their understanding of both live and recorded music. Your study of set pieces and diverse 

listening exercises will follow a route which focuses on a wide variety of musical styles, from world 

music, through popular music and jazz to the repertoire of the western classical tradition throughout 

the last 400 years. 

The Diploma Programme Music course provides an appropriate foundation for further study in Music at 

university level or in music career pathways. It also provides an enriching and valuable course of study 

for students who may pursue other careers. Perhaps most significantly and valuably this course also 

provides all students with the opportunity to engage in the world of music as lifelong participants. 

The three main areas of study in IB music are: 

1. Musical perception 

In this area of your IB study you will actively listen to a wide range of music from different parts of the 

world, different musical cultures and from different time periods. Through this study you will develop 

your listening perception and understanding of music by learning about musical elements, musical 

notation, musical terminology and musical context. An important part of musical perception is the 

detailed study of two IB-prescribed set musical works and the completion of a 2,000 word musical links 

investigative and analytical study. 

2. Creating 

In this area you will develop individual creative skills through the composition of your own music, and 

through technical exercises in pastiche harmony. You will be required to submit up to 3 pieces of 

creative coursework although there are many options available to you, allowing you to develop your 

strengths and even to discover your potential in some quite new and exiting areas of musical creativity. 

These options include composing, composing using music technology, arranging, improvising and the 

completion of compositions using the compositional styles of others. 

3. Performance 

During this study you will develop performance skills through both solo and group music making. It is 

recommended that you receive at least one hour per week of individual instrumental lessons on your 

main instrument of study to support this development. You are required to submit a series of 

recordings from pieces presented during one or more public performances during your course, totalling 

15- 20 minutes. Any instrument or voice are acceptable, as is any genre or style- in fact you are 

encouraged to submit a wide range of styles wherever possible. You may also choose as part of your 

submission to include one recording of a performance where you are a member of a small group. 


Music at Higher Level 

1. Musical perception (50%) 

Listening paper (3 hours), externally assessed. This comprises seven musical perception questions: 

Section A: Students answer two questions (analysing and examining prescribed set works) 

Section B: Students answer four questions (analysing and examining unheard western art, pop, jazz 

and world music) 

Section C: Students answer one question (comparing and contrasting two extracts from section B). 

Musical links investigation: A written media script of no more than 2,000 words, investigating the 

significant musical links between two (or more) pieces from distinct musical cultures. 

2/3. Creating and Performance (50%) 

These are internally assessed by the teacher and externally moderated by the IB at the end of the 

course. They comprise: 

• Three pieces of composition/creative coursework, with recordings and reflective statement. 

• Solo performing - a recording selected from pieces presented during one or more public 

performances. Twenty minutes of recorded music are required. 

Music at Standard Level 

1. Musical perception (50%) 

Listening paper (2 hours 15 minutes), externally assessed. This comprises five musical perception 

questions (100 marks): 

Section A: Students answer two questions (analysing and examining prescribed set works) 

Section B: Students answer three questions (analysing and examining unheard western art, pop, jazz 

and world music) 

Musical links investigation: A written media script of no more than 2,000 words, investigating the 

significant musical links between two (or more) pieces from distinct musical cultures. 

2/3. Creating and Performance (50%) 

These are internally assessed by the teacher and externally moderated by the IB at the end of the 

course. Students choose one of the following options: 

• Two pieces of composition/creative coursework, with recordings and reflective statement. 

OR 

• Solo performing - a recording selected from pieces presented during one or more public 

performances. Fifteen minutes of recorded music is required. 

OR 

• Group performing - a recording selected from pieces presented during two or more public 

performances. Twenty to thirty minutes of recorded music is required. 


Theatre Arts 

(drama@aiglon.ch) 


Why Drama 

“Imagination is more important than knowledge” 

Albert Einstein 

To study Theatre is to study what it is to be human. It is a subject which helps students to better 

understand themselves, and the world in which they live. 

Another excellent reason for studying Theatre is that it is enormous fun and offers fantastic challenges 

and life-changing experiences. Students will get to put on productions of plays and devised work and 

also visit the theatre to see wonderful performances. 

IB Theatre can also provide a much-needed break from lessons in which most of the time is spent 

sitting behind a desk. Sometimes it’s good to get up and do something! 

“Theatre is a serious business, one that makes or should make man more human, which is to 

say, less alone” 

Arthur Miller, playwright 

How is Theatre taught 

Theatre is taught in five periods each week, both at Standard and Higher level. We highly recommend 

that students study HL as they will need to take 5 lessons per week anyway with the HL students, and 

it is probable that you will need to participate in more than two productions with other IB students. 

Practical classes are taught in Exeter Hall and the Theatre Studio. There is very close working 

relationship shared between the staff and students, and those who choose to study Theatre are very 

proud and happy to do so at Aiglon. 

Theatre is hard work. Students will be pushed to excel in all of the areas of the course. Use of language 

will be enhanced, literacy and the ability to read and write an essay will be improved and above all, 

confidence in solving problems and making things happen will be transcended. 

Some of the lessons in Theatre will be in the classroom but most of the time we work practically. To 

cope with the demands in the course, students need to have a real enthusiasm for Theatre and must 

be willing to actively participate in all practical sessions. 

It is an essential part of studying Theatre that one visits the theatre and the Department organises 

trips to London to see some of the best Theatre in some of the most exciting performances spaces in 

the world. 

The Department also plans to arrange future trips to Paris, New York, the Edinburgh Festival and the 

National Student Drama Festival in Scarborough. 

“The creation of something new is not accomplished by the intellect alone but by the play 

instinct. The creative mind plays with the objects it loves” 

C G Jung 

Who takes Theatre 

A crucial pre-requisite for studying Theatre is an interest in the Dramatic Arts. However, studying 

Theatre is not just for those who wish to become actors, writers or directors - far from it. Theatre is for 

those who are interested in studying what it is to be human and how this can be explored, portrayed 

and defined through creative and theatrical means. One major difference between IB Theatre and 

GCSE Drama courses is that there is far more written work involved. IB Theatre is by no means an easy 

subject and is also very time-consuming during terms of practical work. Long hours of rehearsal can be 


wonderful if you enjoy creating Theatre, but not if you’re looking for an easy ride. 

The Department has a tradition of producing excellent productions and training student skills in physical 

and vocal performance to a very sophisticated level. It also has strong links with both the Music and 

Dance Departments and Theatre students are encouraged and expected to participate in and learn 

about all performance arts. 

The Aiglon Drama Department is committed to producing students who are well trained in using their 

voice and physicality to communicate successfully. It is also of great importance that students learn to 

write clearly, intellectually and analytically - a life-skill that will help all students in whatever they do in 

the future. 

In short, Theatre is a subject suitable for anyone who is interested in what it means to be human. 

“The Greeks believed that it was a citizen’s duty to watch a play. It was a kind of work in that it 

required attention, judgement, patience, all social virtues.” 

“The theatre is an expression of civilisation. We belong to a great country which has spawned 

great playwrights……we, this colony of a few hundred will be watching this play together, for a 

few hours we will no longer be despised prisoners and hated gaolers. We will laugh, we may be 

moved, we may even think a little. Can you suggest something else that will provide such an 

evening” 

From ”Our Country’s Good” by Timberlake Wertenbaker 

Specification 

Course components 

There are four main course components: 

• Theatre in the making 

• Theatre in performance 

• Theatre around the world 

• Independent project. 

Theatre in the making 

At Standard Level, students must study one stimulus and develop an action plan for performance. At 

Higher Level, they must study two different stimuli and, from these, develop two action plans for 

performance. 

Theatre in performance 

At Standard Level, students must participate in at least two performances in two different 

roles/capacities. At Higher Level, they must participate in at least three performances in three different 

roles/capacities. 

Theatre around the world 

At Standard and Higher Levels, students must study at least two contrasting theatrical practices. 

Independent Project 

At Standard Level, students must create and present an original work inspired by any source, of any 

origin, and they must pursue a specialised interest with rigour and imagination. At Higher Level, they 

must choose one of the following two options: 

Option A: Devising practice – students must provide alternative ways of realising the practical aspects 

of the elements of production. 

Option B: Exploring practice – students must undergo an examination and practical critical comparison 

of theories and the work of one or more forms/practitioners/theorists/genres. 

Assessment requirements 

External assessment for the Research Investigation (RI) 

At Standard Level, students are required to submit an assignment of 1,500–1,750 words with 


supporting visuals. At Higher Level, they must submit an assignment of 2,000–2,500 words with 

supporting visuals. 

External assessment for the Practical Performance Proposal (PPP) 

At Standard Level, students are required to deliver a 250-word written presentation with visual 

materials. At Higher Level, they must deliver a 250-word written presentation with visual materials and 

submit a 1,000–1,250-word rationale. 

Internal assessment for the Theatre Performance and Production (TPP) 

At Standard Level, students are required to deliver a 20-minute oral presentation with 5-7 images. At 

Higher Level, they must deliver a 30-minute oral presentation with 7–10 images. 

Internal assessment for the Independent Project Portfolio (IPP) 

At Standard Level, students are required to submit an assignment of 2,000 words from the core 

syllabus. At Higher Level, they must submit an assignment of 3,000 words from the core syllabus and 

Option A or B. 

“[Theatre] has the power to steal up and jolt the muscle back into action. Sitting in a theatre 

among others who have been stirred gives us hope and courage. We disperse in the street, but 

we are left with a hint of our collective power. Indifference allows atrocities to happen. It is 

vital that we dare to care.” 

Harriet Walter, actress and writer 

Theatre and prior learning 

The Theatre course at both Higher and Standard Levels requires no previous experience in Drama or 

Theatre. Since the course is designed to enable students to experience Theatre on a personal level, 

achievement in this subject is reflected in how students develop, extend and refine the knowledge, 

skills and attitudes necessary for studying this art form. Students’ individual ability to be creative and 

imaginative, and to communicate in dramatic form, will be challenged and extended through the 

theoretical and practical content of the course. The Theatre course provides a relevant learning 

opportunity for a diverse range of students as it lays an appropriate foundation for further study in 

Theatre, performing arts and other related subjects. In addition, by instilling discipline, and refining 

communication and group work skills, it offers a valuable course of study for students who may wish to 

pursue a career or further education studies in areas unconnected to Theatre. 

“The experience of being part of a theatre audience is not simply passive. It’s not like watching 

TV; it’s not even like watching a film in the cinema. Everyone in that space is alive, and 

everyone is focused on one central activity. And everyone contributes. The actors contribute 

their performance; the audience contributes their attention, their silence, their laughter, their 

applause, their respect”. 

Philip Pullman, novelist 

What goes well with Drama 

Theatre offers training in essential skills in what is an age of presentation, where products and ideas 

are sold in the market place by the strength of presentation and the power of delivery and execution. 

Theatre trains, develops and nurtures these very skills. After studying IB Theatre students could go on 

to study the subject at university or Acting at drama school, or quite simply do anything they want. 

Drama gives people the confidence and skills they need to achieve. 

“Not everyone is going to be an actor, even at the GCSE level, but nowadays everyone needs 

drama skills in one form or another. This is the age of the 'presentation' where products and 

ideas are sold in a competitive market-place by the strength of the presenter and his powers of 

delivery. The scientist, the businessman, the engineer, the bank manager, the retail executive, 

the designer, none are exempt.” 

Jeni Whittaker, teacher 



Switzerland 

Avenue Centrale 61 

1885 Chesières 

Switzerland 

Tel: +41 (0)24 496 6161 

Fax: +41 (0)24 496 6162 

info@aiglon.ch 

www.aiglon.ch 

June 2013 

Cover artwork by Luka Corsini

Studies Guide 2013-14 IB Diploma - Aiglon College

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