The aims of the Business Management course at SL and HL are to enable students to:

a. develop as confident, creative and compassionate business leaders, entrepreneurs, social

entrepreneurs and as change agents

b. foster an informed understanding of ethical and sustainable business practices

c. explore the connections between individuals, businesses and society

d. engage with decision-making as a process and a skill.

The Business Management course is designed to meet the current and future needs of students who want to develop their knowledge of business content, concepts and tools to assist with business decision-

making. Future employees, business leaders, entrepreneurs or social entrepreneurs need to be confident, creative and compassionate as change agents for business in an increasingly interconnected global marketplace. The business management course is designed to encourage the development of these attributes.

Through the exploration of four interdisciplinary concepts—creativity, change, ethics and sustainability—this course empowers students to explore these concepts from a business perspective. Business Management content focuses on a wide range of business theories, tools and topics.

The Business Management course also encourages the application of local, national and global contexts to content and concepts; the internal assessment (IA) for both SL and HL is an individual business research

project that allows greater analysis and evaluation of content, concepts and context. Students can also develop a deeper understanding of an organization by studying its processes through the lenses of creativity, change, ethics and sustainability.

The syllabus for both SL and HL consists of five compulsory units and internally assessed coursework.

Units:           

1. Introduction to Business Management

 2. Human resource management

 3. Finance and accounts

 4. Marketing

 5. Operations management

For more information:

Speak to Mrs Madden

External Assessment :

Standard Level: Total 3 hours, 70%

Paper 1: 1 hour 30 minutes 35% Based on research on specific concepts as directed by the IB (30 marks)

Paper 2: 1 hour 30 minutes 35% Based on an unseen stimulus with a quantitative focus (40 marks)

Higher Level: Total 4 hours 30 minutes, 80%

Paper 1: 1 hour 30 minutes, 25%, Based on research on specific concepts as directed by the IB (30 marks)

Paper 2: 1 hour 45 minutes, 30%, Based on an unseen stimulus with a quantitative focus (50 marks)

Paper 3: 1 hour 15 minutes, 25%, Based on an unseen stimulus about a social enterprise (20 marks)

Internal Assessment 

Business Research Project: 

Standard Level 30%

Higher Level 20%

Students produce a research project about a real business issue or problem facing a particular organization using a conceptual lens. Maximum 1800 words. (25 marks) 

Geography is a dynamic subject that is firmly grounded in the real world and therefore 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 investigates the way people adapt and respond to change. The diploma programme Geography course integrates both physical and human Geography. 

Students can choose to study Geography at two levels: Higher level (HL) or Standard level (SL).  The course is based around a core theme and geographical skills. HL students study 3 optional themes and SL students study 2 optional themes based on the human, physical and economic global environment. The course offers a wide range of subject matter and fosters a sound understanding of dynamic global systems.

The Course will prepare the student for a broad range of career paths and/or higher education choices. Geography links well with Biology, Information Technology in a Global Society and Chemistry.

Students choosing this course need a basic grounding in Geography, preferably a C grade at IGCSE or equivalent, and should have sound English and Mathematical skills.

Part 1 – Geographic themes (2 for HL and 3 for SL)

• Freshwater – drainage basins

• Oceans and coastal margins

• Extreme environments

• Geophysical hazards

• Leisure, tourism and sport

• Food and health

• Urban environments 

Part 2 – SL and HL core: Geographic perspectives – global change

• Population distribution – changing population

• Global climate – vulnerability and resilience

• Global resource consumption and security

Part 2 HL core extension: HL only: Geographic perspectives – global interactions

• Power, places and networks

• Human development and diversity

• Global risks and resilience 

External Assessment:

Standard Level: 2 hours 45 minutes total, 75%

Paper 1:  1 hour 30 minutes, 35%, 45 minutes per option question. (40 marks)

Paper 2: 1 hour 15 minutes, 40% (50 marks)

Higher Level: 4 hours 30 minutes total, 80%

Paper 1: 2 hours 15 minutes,  35%, 45 minutes per option question (60 marks)

Paper 2: 2 hour 15 minutes, 25% (50 marks)

Paper 3: 1 hour, 20% (28 marks)

Internal assessment: Fieldwork 

Standard Level: 25%

Higher Level: 20%

Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation. Fieldwork question to be based on any suitable topic from the syllabus. (25 marks)

For more information:

Speak to Mr Olive

Students can choose to study History at two levels: Higher Level (HL) or Standard Level (SL). The course is concerned with individuals and societies in the widest context: political, social, religious, technological and cultural.

The course will prepare the student for a broad range of career paths and/or higher education choices. History links well with English A Language & Literature, Art and Languages.

Students choosing this course need a basic grounding in History. They should have a C grade or above at IGCSE in History and English (English only if they did not choose History IG) and they should also have very good English and essay writing skills.

Paper 1: Focused Study (SL and HL)

Conflict and Displacement

Students will study both examples.

Example 1: Post-war displacement in Europe (1945–1960)

Between 1945 and 1960, Europe experienced one of the largest population displacements in modern history. 

Example 2: Indochina refugee crisis (1975-1990)

The upheavals which followed the communist victories in 1975 in Vietnam, Cambodia and Laos caused more than three million people to flee these countries over the next two decades

Paper 2: Thematic Studies (SL and HL)

Within each Thematic Study you will cover several examples from different regions.

Authoritarian Rule from 1750

• Cuba under Castro

• Nazi Germany

• China under Mao

Paper 3: Regional Studies (HL only)

Paper 3 is an in-depth essay paper for Higher students only. 

You will only focus on ONE region and within that region you will cover the content from TWO of the studies.

Asia and Oceana

• Regional study 12: The People’s Republic of China (1949–2020)

• Regional study 11: The Cold War in Asia (1949–2002)

External Assessment

• Paper 1 (Source-Based Inquiry): 

Sat by both SL and HL students. It features a source-based inquiry using a paired set of case studies (max 3 sources; traditional OPCVL and visual guarantees are eliminated).

Weighting is 30% for SL and 20% for HL.

• Paper 2 (Thematic Study): 

Focuses on a single chosen global theme (out of four options like conflict or authoritarian rule) using concept-based questions rather than prescribed regional examples.

 Weighting is 40% for SL and 25% for HL.

• Paper 3: (HL) only. 

Duration is reduced to 2 hours, requiring two evaluated essays from different regional topics, and formal historiography requirements are streamlined.

 Weighting is 35% for HL.

Internal Assessment (IA): 

Simplified into an investigation using up to seven sources. The reflection section and the strict 10-year rule are removed, allowing contemporary topics within 20 years.

 Weighting is 30% for SL and 20% for HL.

For more information:

Speak to Ms Bater

At the core of the DP psychology course is a dynamic model comprising Content, Contexts and Concepts.

Content

The Content is grounded in the biological, cognitive, and sociocultural approaches to understanding behaviour, alongside the research methodology used to investigate human experience. Students study and critically evaluate the knowledge, concepts, theories, and empirical research developed within these fields. The interaction of these approaches forms a holistic framework for understanding mental processes and behaviour as complex, dynamic phenomena, allowing students to appreciate the diversity as well as the commonality between their own behaviour and that of others.

DP psychology promotes an understanding of various approaches to research, embedded through hands-on class practicals. Students use these practical experiences to critically reflect on psychological evidence and to inform the design of their own research proposal for internal assessment. Interlconnecting all concepts, content, and contexts is a continuous consideration of research methodology and ethics, which remains paramount to the nature of the subject.

Content

• Biological approach to understanding behaviour

• Cognitive approach to understanding behaviour 

• Sociocultural approach to understanding behaviour 

• Approaches to researching behaviour 

Contexts

All students study four mandatory Contexts that apply psychological content to real-world environments:

• Health and Well-being 

• Human Development 

• Human Relationships 

• Learning and Cognition 

Concepts

Unifying the entire curriculum are six key concepts—bias, causality, change, measurement, perspective, and responsibility—which act as lenses through which content and contexts are examined and connected.

External Assessment

• Paper 1 (1 hour 30 minutes | 35%): Focuses on the core approaches (Biological, Cognitive, Sociocultural) and research methodology. Consists of short-answer questions (SAQs) and extended response questions (ERQs).

• Paper 2 (1 hour 30 minutes | 35%): Focuses on the four mandatory Contexts (Health & well-being, Human development, Human relationships, Learning & cognition) through the lens of the six core concepts (bias, causality, change, measurement, perspective, responsibility).

Higher Level (HL) 

• Paper 1 (2 hours | 35%): Focuses on the core approaches and research methodology, including dedicated HL extension content. Consists of SAQs and ERQs.

• Paper 2 (1 hour 30 minutes | 20%): Evaluates the four mandatory Contexts using the core concepts.

• Paper 3 (1 hour | 15%): Focuses on research methods, inquiry, and critical evaluation of psychological research scenarios.

Internal Assessment

Standard Level & Higher Level — 30%

• Psychology Research Proposal: A written proposal designing an original piece of psychological research, informed by experiences from hands-on class practicals conducted throughout the course (replacing the legacy experiment replication report).

For more information:

Speak to Mr Davies

The course requires students to develop a diverse set of skills, knowledge and understanding from different disciplines. 

Students develop a scientific approach through explorations of environmental systems. They also acquire understandings and methods from individuals and societies subjects whilst studying sustainability issues within social, cultural, economic, political, and ethical contexts. 

The interdisciplinary nature of the course means students produce a synthesis of understanding from the various topics studied. It also emphasizes the ability to perform research and investigations and to participate in philosophical, ethical, and pragmatic discussions of the issues involved from the local through to the global level. 

• Topic 1 

• Foundation 

• 1.1 Perspectives 

• 1.2 Systems

•  1.3 Sustainability 

• Topic 2 Ecology 

• Topic 3 Biodiversity and conservation Topic 4 Water 

• Topic 5 Land 

• Topic 6 Atmosphere and climate change 

• Topic 7 Natural resources

•  Topic 8 Human populations and urban systems

• Higher level (HL) lens HL.

• a Environmental law HL.

• b Environmental and ecological economics HL.

• c Environmental ethics

External Assessment:

Standard Level: 3 hours total, 75%

Paper 1: Students will be provided with data in a variety of forms relating to a specific, previously unseen case study. Questions will be based on the analysis and evaluation of the data in the case study. All questions are compulsory.          (1 hour, 25%)

Paper 2:Section A is made up of short-answer and data-based questions. Section B requires students to answer structured essay questions. There is a limited amount of choice. (2 hours, 50%)

Higher Level:5 hours, 80%

Paper 1: Students will be provided with data in a variety of forms relating to a specific, previously unseen case study. Questions will be based on the analysis and evaluation of the data in the case study. All questions are compulsory.          (2 hour, 30%)

Paper 2:  Section A is made up of short-answer and data-based questions. Section B requires students to answer structured essay questions. There is a limited amount of choice. (2.5 hours, 50%)

Internal Assessment:

Standard Level: 25%

Higher Level: 20%

• The individual investigation is an open-ended task in which the student gathers and analyses data to answer their own formulated research question. The outcome of the Individual investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

For more information:

Speak to Mr J or Mr Tipping