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Further details can be obtained also from the IB subject briefs, links to the IB Subject Briefs are also made available below.
Studies in Language and Literature
Studies in Language and Literature
As part of the Diploma Programme (DP), students take at least one subject from studies in language and literature. Taking two studies in language and literature subjects in different languages is one way of obtaining a bilingual diploma.
The courses offer a broad range of texts, and students grow to appreciate a language’s complexity, wealth and subtleties in a variety of contexts. Students take their studies in a language in which they are academically competent.
The subject consists of three courses:
Language A: literature - click here to access the IB subject brief
Language A: language and literature - click here to access the IB subject brief
Language A: literature self-taught
Through each course, students are able to develop:
a personal appreciation of language and literature
skills in literary criticism using a range of texts from different periods, styles and genres
an understanding of the formal, stylistic and aesthetic qualities of texts
strong powers of expression, both written and oral
an appreciation of cultural differences in perspective
an understanding of how language challenges and sustains ways of thinking.
Through studies in language and literature, the DP aims to develop a student's lifelong interest in language and literature, and a love for the elegance and richness of human expression.
Where a student’s mother tongue cannot be supported through a taught language A class, the school supported self-taught option is available at language A: literature SL (the IB does not make HL available).
This course provides an opportunity for:
all students to explore literature written in their mother tongue as part of their Diploma Programme studies.
Enabling students to share literary traditions with others.
To maintain and even enhance mother tongue fluency both in written and spoken form
The programme of study for Language A: literature self-taught students is almost identical to that of the language A: literature SL syllabus but with some modifications.
ISHR provides support of 1 lesson a week for all Language A: literature self-taught students, where they work with a dedicated teacher from the subject of Studies in Language and Literature. ISHR also supports families in finding a private tutor (paid for privately) to work with the student throughout the Diploma Programme.
Note: Two courses from "Studies in Language and Literature" can be selected, rather than taking a course from "Language Acquisition"
Language Acquisition
Language Acquisition
The main emphasis of the modern language courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language.
The Language Acquisition courses aim to:
develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.
Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.
Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.
Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.
Develop students’ awareness of the importance of language in relation to other areas of knowledge.
Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.
Provide students with a basis for further study, work and leisure through the use of an additional language.
Foster curiosity, creativity and a lifelong enjoyment of language learning.
The following assessment objectives are common to the Language Acquisition courses. The level of difficulty of the assessments, and the expectations of student performance on the tasks, are what distinguishes the three modern language acquisition courses.
Communicate clearly and effectively in a range of contexts and for a variety of purposes.
Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences.
Understand and use language to express and respond to a range of ideas with fluency and accuracy.
Identify, organize and present ideas on a range of topics.
Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts.
Language B SL and HL are language acquisition courses for students with some previous experience of learning the chosen language. While learning this additional language, students also explore the culture(s) connected to it.
Standard and higher level courses are differentiated by the recommended teaching hours, the depth of syllabus coverage, the study of literature at HL and the level of difficulty and the demands of assessment and the assessment criteria.
The range of purposes and situations for which and in which the language is used in the language B courses extends well beyond those at ab initio.
The language ab initio course is a language acquisition course designed for students with little or no prior experience of learning the language that they have chosen. Language ab initio is available from the IB only as an SL course.
In the language ab initio course, students develop the ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course.
Individuals and Societies
Individuals and Societies
Whilst each subject within this group develops subject-specific skills and knowledge, they all encourage the systematic and critical study of human behaviour within the context of the subject discipline. While improving factual knowledge is important, the emphasis is on developing the skills and strategies to effectively evaluate, synthesize and critically analyse theories, concepts and arguments relating to the nature and activities of individuals and societies.
The subjects in this group foster an appreciation of both change and continuity and of similarity and difference through local studies and global perspectives.
The aims of subjects in Individuals and Societies include:
develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society
enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material
promote the appreciation of the way in which learning is relevant to both the culture in which the student lives and the culture of other societies
develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity
enable the student to recognize that the content and methodologies of the subjects in Individuals and Societies are contestable and that their study requires the toleration of uncertainty.
Economics
Economics
Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world. At the heart of economic theory is the problem of scarcity. Owing to scarcity, choices have to be made. The economics course, at both SL and HL, uses economic theories, models and key concepts to examine the ways in which these choices are made: at the level of producers and consumers in individual markets (microeconomics); at the level of the government and the national economy (macroeconomics); and at an international level, where countries are becoming increasingly interdependent (the global economy). The DP economics course allows students to explore these models, theories and key concepts, and apply them, using empirical data, through the examination of six real-world issues. Through their own inquiry, students will be able to appreciate both the values and limitations of economic models in explaining real-world economic behaviour and outcomes. By focusing on the six real-world issues through the nine key concepts (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention), students of the economics course will develop the knowledge, skills, values and attitudes that will encourage them to act responsibly as global citizens.
Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives.
Within Individuals and Societies subjects, geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The Diploma Programme geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies. Geography takes advantage of its position between both these groups of subjects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas
Some of the topics include: food and health, population distribution, global climate, global resource consumption and security, power places and networks, human development and diversity, global risks and resilience, urban environments, freshwater, oceans and coastal environments. Students are also required to undertake detailed fieldwork which involves a local study of one of the above topics.
History is more than the study of the past. All future development and knowledge build on history's successes and failures, and we can learn from it to guide and influence our decisions today. As Lamartine said, ‘History teaches everything, including the future.’
History is a dynamic, evidence-based, interpretive discipline that helps students understand themselves and others in relation to the world, both past and present. It is an exploratory subject that poses questions without providing definitive answers. Students engage with diverse perspectives and evidence, consider which view the evidence supports and why, and learn to build a compelling argument of their own. These critical thinking and argumentation skills are valuable for a wide range of future education and employment options.
The History course is organized around concepts rather than a fixed list of content to be memorized. Four powerful, debatable concepts run through everything students study:
Cause and consequence: why events happen and what follows from them. Events always have multiple, interrelated causes, and they were never inevitable.
Continuity and change: what changed and what stayed the same across time and place.
Perspectives: who holds a view on the past, how valid it is, and why accounts differ.
Significance: which people and events deserve to be remembered, and who decides.
Historical events and topics are the examples through which students explore, test, and debate these concepts. Instead of asking only “What happened?”, students ask “Why did it happen? What changed? Whose view is this? Why does it matter?” They then apply the same concepts to new contexts, which prepares them to analyse unfamiliar events and arguments, not just recall what they have been taught.
Students apply these concepts through four inquiry contexts, building the skills of using sources, making connections, evaluating arguments and asking questions:
Focused study - Conflict and displacement: post-war displacement in Europe (1945-1960) and the Indochina refugee crisis (1975-1990). Students work closely with primary and secondary sources, with a particular focus on perspectives.
Thematic study - Conflict (from 750 CE onwards): why conflicts emerge, what determines their outcomes, how they affect people’s lives and how peace is established. Students make connections across examples from different regions and periods, using cause and consequence and continuity and change.
Regional studies, Europe (HL only): European totalitarianism (1918-1941), covering Mussolini’s Italy, Hitler’s Germany and Stalin’s USSR; and Europe and the Second World War (1918-1949). Students evaluate competing historical arguments about these periods.
Historical investigation (IA): an independent inquiry in which students pose their own historical question and analyse and synthesize sources to answer it.
Students of history should appreciate the relative nature of historical knowledge and understanding, as each generation reflects its own world and preoccupations and as more evidence emerges. The study of history both requires and develops an understanding of, and empathy for, people living in other periods and contexts. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions. The course is intrinsically interesting, and we hope many students will develop a lasting fascination with the discipline, whether or not they continue to study it formally. The international perspective of the Diploma Programme provides a sound platform for future education and employment, and promotes the international understanding and intercultural awareness needed for global citizenship in the modern world.
Psychology is the scientific study of behaviour and mental processes. Drawing on both the natural and social sciences, it explores how people think, feel and act, and how psychological knowledge can help us understand ourselves, support others and address real-world problems.
IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour. Students develop the ability to evaluate evidence, question assumptions and consider different explanations for behaviour. The course encourages an appreciation of human diversity, with ethical considerations central to the study and application of psychological research.
Psychology involves the study of:
The biological approach: how biological processes influence behaviour and mental processes.
The cognitive approach: how people process information, including how they learn, remember and make decisions.
The sociocultural approach: how social environments and cultural influences shape thinking and behaviour.
Research methodology: how psychologists investigate behaviour, evaluate evidence and develop explanations.
Students apply their understanding to four contexts: health and well-being, human development, human relationships, and learning and cognition. All four contexts are studied at both Standard Level and Higher Level, helping students connect psychological theories and research to everyday experiences.
Throughout the course, students explore six key concepts: bias, causality, change, measurement, perspective and responsibility. These provide a framework for thinking critically about psychological research and the claims encountered in everyday life.
All students take part in class practicals, gaining experience of experiments, interviews, observations and surveys. For their internal assessment, students develop a research proposal to investigate a topic relating to a population of interest. This allows them to explore their interests and demonstrate their understanding of research design, methodological choices and ethical responsibilities. Students design the proposed investigation but do not carry it out.
In addition, Higher Level students explore the roles of culture, motivation and technology in shaping human behaviour. They also develop further skills in analysing and interpreting quantitative and qualitative research data.
Sciences
Sciences
The sciences currently offered in this group are biology, chemistry, physics and computer science. Each subject contains a body of knowledge, methods and techniques that students are required to learn and apply. In their application of scientific method, students develop an ability to analyse, evaluate and synthesize scientific information.
A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. The exercise is a collaborative experience where the emphasis is on the processes involved in scientific investigation rather than the products of such investigation. Furthermore, the collaboration is interdisciplinary: students analyse a topic or problem that can be investigated in each of the science disciplines offered by the school, and they practise their experimental and investigative skills. An understanding of the relationships between scientific disciplines and the overarching nature of the scientific method is encouraged, and an opportunity to explore scientific solutions to global questions is provided.
The aims of the Science subjects include:
to provide opportunities for scientific study within global contexts that will stimulate and challenge students
to enable students to apply and use a body of knowledge including methods and techniques that characterise science and technology
to engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities
to raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology
to develop an appreciation of the possibilities and limitations associated with science and scientists.
While the skills and activities of the science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth.
The subjects offered all promote an understanding of the concepts, principles and applications of the experimental sciences in general. Practical laboratory skills are developed and collaborative learning is encouraged by means of an interdisciplinary group project. This is further supplemented by the study of options. An awareness of moral and ethical issues is fostered and social responsibility promoted through the discussion of local and global issues.
Biology is the study of life and living organisms, focusing on understanding how the human body works and the interactions of living organisms in nature. The study will prove to be invaluable in maintaining one's own health and awakening our responsibility towards the maintenance of natural systems.
The study involves the understanding of processes, subject specific terminology and identifying the relationship between structure and function. Being able to read comprehensive texts, summarising it to provide detailed and logical explanations of the processes, as well as understanding how biologists apply their knowledge to solve issues facing mankind are some of the features of this subject.
Students planning to pursue a career in Natural, Medical or Health Sciences may find the subject mandatory to obtain admission in certain universities but optional for others. From the feedback we have received from past students who are pursuing these science degrees, the IB Biology course has definitely given them a head start at university.
The subject is offered on HL and SL and the topics of study include: Cells, Biochemistry, Cell Respiration & Photosynthesis, Nucleic acids, Genetics, Human Physiology, Ecology, Evolution and Biodiversity and Plant Science.
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.
The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study science in higher education and those who do not.
Some of the topics studies in chemistry include: Atomic Theory, Electronic Configuration, Bonding and Structure, Hybridisation, Carbon, Periodicity, Stoichiometry, Energetics of Equations and Hydrocarbons.
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles—quarks (perhaps 10–17 m in size), which may be truly fundamental—to the vast distances between galaxies (1024 m).
Both theory and experiments should be undertaken by all students. They should complement one another naturally, as they do in the wider scientific community. The Diploma Programme physics course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal skills, and information and communication technology skills, which are essential in modern scientific endeavour and are important life-enhancing, transferable skills in their own right.
Alongside the growth in our understanding of the natural world, perhaps the more obvious and relevant result of physics to most of our students is our ability to change the world. This is the technological side
of physics, in which physical principles have been applied to construct and alter the material world to suit our needs, and have had a profound influence on the daily lives of all human beings—for good or bad. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. These concerns have become more prominent as our power over the environment has grown, particularly among young people, for whom the importance of the responsibility of physicists for their own actions is self-evident.
Physics is therefore, above all, a human activity, and students need to be aware of the context in which physicists work. Illuminating its historical development places the knowledge and the process of physics in a context of dynamic change, in contrast to the static context in which physics has sometimes been presented. This can give students insights into the human side of physics: the individuals; their personalities, times and social milieux; and their challenges, disappointments and triumphs.
Topics studied within physics include; Mechanics, Measurement and Uncertainties, Astrophysics, Thermal Physics, Electromagnetism, Atomic and Nuclear Physics, Quantum Physics.
Mathematics
Mathematics
Mathematics is a compulsory area of study for every Diploma Programme student. Because each student has different needs, interests and aspirations, and will use mathematics to serve different purposes, a variety of courses are offered.
The mathematics courses aim to contribute to students' personal attributes, subject
understanding and global awareness by enabling students to:
develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power
develop an understanding of the concepts, principles and nature of mathematics
communicate mathematics clearly, concisely and confidently in a variety of contexts develop logical and creative thinking, and patience and persistence in problem solving to instill confidence in using mathematics
employ and refine their powers of abstraction and generalization
take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities
appreciate how developments in technology and mathematics influence each other appreciate the moral, social and ethical questions arising from the work of mathematicians and its applications
appreciate the universality of mathematics and its multicultural, international and historical perspectives
appreciate the contribution of mathematics to other discipline and as a particular “area of knowledge” in the TOK course
develop the ability to reflect critically upon their own work and the work of others
independently and collaboratively extend their understanding of mathematics
The IB have designed two mathematics subjects that will each be offered at standard level (SL) and higher level (HL):
Mathematics Analysis and approaches is offered at both SL and HL. It is designed for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will explore real and abstract applications, sometimes with technology, and will enjoy the thrill of mathematical problem solving and generalization. Both the SL and HL course is designed for students interested in mathematics, engineering, physical sciences, and some economics.
Mathematics Applications and interpretation is offered at both SL and HL for students who are interested in developing their mathematics for describing our world, modelling and solving practical problems using the power of technology. Students who take Mathematics: Applications and interpretation will be those who enjoy mathematics best when seen in a practical context. Both the SL and HL course is designed for students interested in social sciences, natural sciences, medicine, statistics, business, engineering, some economics, psychology and design.
The Arts
The Arts
The arts subjects in this group place emphasis on practical production by the student and the exploration of a range of creative work in a global context. The subjects offered in The Arts include visual arts and music. These are interpretative in approach and allow for significant choice of content. The emphasis in all the subjects is on creativity: the making of art and music in the context of disciplined, practical research into the relevant genres.
The arts are a vital and integral part of human life, existing in many forms and styles, practised in all cultures, and taking place in a range of contexts and for a variety of purposes. Students of The Arts subjects explore a range of materials and technologies and analyse artistic knowledge from multiple perspectives. They study the many and various artistic ways through which knowledge, skills and attitudes from different cultural traditions are developed and transmitted.
The aims of subjects in The Arts include:
to develop an understanding of the technical, creative, expressive and communicative aspects of the arts
to acquire artistic knowledge through experiential means as well as more traditional academic methods.
Music is an essential part of the human experience and a unique mode of creativity, expression and communication. Music is both functional and meaningful, and its vitality and complexity enriches our lives. Though music is rooted in specific societies and cultures, it also transcends—and often connects—them. Music not only offers a way of understanding the world, but also a means by which we can express and share our understanding of it with others.
Music study develops listening, creative and analytical skills, as well as encouraging cultural understanding and international-mindedness. In this way, music is a catalyst for expanding critical thinking—a crucial life skill. When we understand others and ourselves through music, we are empowered to make positive and effective change in the world. Students develop and affirm their unique musical identities while expanding and refining their musicianship.
As students develop as young musicians, the course challenges them to engage practically with music as researchers, performers and creators, and to be driven by their unique passions and interests while also broadening their musical and artistic perspectives. The course is designed for students with a passion for music-making in any of its forms, whether they wish to continue studying it formally after graduation or not.
Here you can see the exhibitions created by previous classes submitted at the completion of the Visual Arts course.
The visual arts course is student-centred and places student exploration at the heart of a holistic learning experience. Students have a free choice to identify, select and explore artists, artworks, cultural contexts, and media and forms which interest and excite them.
The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication and understanding. They may have sociopolitical impact as well as ritual, spiritual, decorative and functional value; they can be persuasive and subversive in some instances, enlightening and uplifting in others.
The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers.
In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and reflect upon a range of approaches and media.
The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. Through inquiry, investigation, reflection and creative application, visual arts students develop an appreciation for the expressive and aesthetic diversity in the world around them, becoming critically informed makers and consumers of visual culture.
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