This course is based around four basic biological principles (see below) to enable the students to study Biology at differing levels of complexity. For biologists who will take the subject forward in the future, study at Higher Level is advised. Other students will benefit from the emphasis on a broad, general understanding of the subject and its wide application to everyday life.

Students choosing this course need a broad science background at IGCSE level (Grade C or equivalent) and also a good standard of mathematical skills.

The Biology course links particularly well with Chemistry, Mathematics and Geography.  It provides a useful foundation for a wide range of scientific, technical and medical careers. Biology at GIS is offered at both HL and SL. 

40 hours of experimental work are required for Standard Level and 60 hours for Higher Level. 

Basic biological principles running through the course are:

• Form and function

• Unity and diversity 

• Interaction and interdependence 

• Continuity and change

Skills in Biology

•Experimental techniques

• Technology

• Mathematics

Inquiry process

• Exploring and designing

• Collecting and processing data

• Concluding and evaluating

External Assessment 80%

Paper 1A: Multiple-choice questions 

Paper 1B: Data-based questions (four questions that are syllabus related, addressing all themes)

SL = 90mins, HL = 120mins (36% weighting)

Paper 2: Data-based and short-answer questions Extended-response questions

SL = 90mins, HL = 180mins (44% weighting)

Internal Assessment: 20% 

The scientific investigation is an openended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific 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 Ms Dullaghan or Mr Tipping

GIS offers IB Chemistry at Standard Level (SL) and Higher Level (HL).  The Chemistry programme meets specific requirements for university entrance, allows for the study of some topics in depth and provides an opportunity for students to pursue areas of personal interest.

Chemistry is a central science. Chemical principles underpin the physical environment in which we live as well as all biological systems. As such, the subject has two main roles: it is a subject worthy of study in its own right and it is also a pre-requisite for many other courses in higher education, such as medicine and engineering, biological and environmental sciences. 

40 hours of experimental work are required for Standard Level and 60 hours for Higher Level. 

The DP chemistry course promotes concept-based teaching and learning to foster critical thinking.

Structure 1. Models of the particulate nature of matter

Structure 2. Models of bonding and structure

Structure 3. Classification of matter

Reactivity 1. What drives chemical reactions?

Reactivity 2. How much, how fast and how far?

Reactivity 3. What are the mechanisms of chemical change?

Skills in the study of chemistry 

The skills and techniques students must experience through the course are encompassed within the tools. These support the application and development of the inquiry process in the delivery of the chemistry course. 

Tools

 • Experimental techniques 

• Technology 

• Mathematics

 Inquiry process 

• Exploring and designing 

• Collecting and processing data 

• Concluding and evaluating

External Assessment 80%

Paper 1A: Multiple-choice questions 

Paper 1B: Data-based questions and questions on experimental work

SL = 90mins, HL = 120mins (36% weighting)

Paper 2: Short answer and extended-response questions

SL = 90mins, HL = 180mins (44% weighting)

Internal Assessment: 20% 

The scientific investigation is an openended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific 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 Dr Millake or Mr Tipping

Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the smallest known particles to the vast distances between galaxies.

The Physics course is stimulating and challenging. Students gain and apply a body of knowledge, methods and techniques that characterise science and technology.

Students will develop an ability to analyse, evaluate and synthesise scientific information and recognise the need for, and the value of, collaboration and communication. Physics has enabled us to alter our surroundings: the building of huge bridges, the launching of artificial satellites and the construction of delicate instruments for surgery. It has given us the internet and continues to extend into every aspect of our lives. This raises the issue of the impact of physics on society. This course will raise awareness of the moral, ethical, social, economic and environmental impact of physics in a global context.

Through studying Physics, students should become aware of how scientists work and communicate with each other. There is a significant amount of experimental work and students must maintain clear, detailed and accurate reports for laboratory work. Besides mathematical skills, investigative skills and manipulative skills, there will be a certain proficiency in IT skills required for this course.

40 hours of experimental work are required for Standard Level and 60 hours for Higher Level. 

The syllabus comprises the following  topics:

A Space, time and motion (SL:22, HL:16)

A.1 Kinematics 

A.2 Forces and momentum

A.3 Work, energy and power 

 A.4 Rigid body mechanics 

A.5 Galilean and special relativity 

B. The particulate nature of matter 

(SL:26, HL:8)

B.1 Thermal energy transfers 

 B.2 Greenhouse effect 

 B.3 Gas laws 

 B.4 Thermodynamics 

B.5 Current and circuits

C. Wave behaviour (SL:14, HL:12)

C.1 Simple harmonic motion 

C.2 Wave model 

 C.3 Wave phenomena 

C.4 Standing waves and resonance 

C.5 Doppler effect

D. Fields (SL:14, HL:18)

D.1 Gravitational fields 

 D.2 Electric and magnetic fields 

 D.3 Motion in electromagnetic fields 

 D.4 Induction

E. Nuclear and quantum physics 

(SL:20, HL:16)

E.1 Structure of the atom 

 E.2 Quantum physics 

 E.3 Radioactive decay 

 E.4 Fission 

 E.5 Fusion and stars •

External Assessment 80%

Paper 1A: Multiple-choice questions 

Paper 1B: Data-based questions and questions on experimental work

SL = 90mins, HL = 120mins (36% weighting)

Paper 2: Short answer and extended-response questions

SL = 90mins, HL = 180mins (44% weighting)

Internal Assessment: 20% 

The scientific investigation is an openended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific 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 Tipping 

Design Technology aims to develop internationally-minded people whose enhanced understanding of the technological world can facilitate our shared guardianship of the planet and create a better world. To design with technology is to use human ingenuity in selected activities to meet needs and find solutions. This can be achieved through existing or new technologies. Design consists of gathering information about the problem or opportunity, processing that information, and planning for some kind of intervention either by modifying what is already there or by introducing something new. The designer is interested not just in the material environment but also in the social, technological, economic, environmental, political, legislative and ethical considerations that affect people’s priorities.

This course combines technological theory with a significant amount of design-based practical work (40% of the course). Theoretical topics include the study of materials, production processes, control systems, energy sources, the role of the designer and the impact of technology upon the environment. The Higher Level course includes a wider range of theoretical topics. All topics are covered with a view to recognising the impact of technology on the world today. Students’ coursework will include a “major design project”, where an area of particular interest to the individual can be studied in some depth 

External Assessment 60%

Standard Level - Two  written papers:

• Paper 1: 45 minutes, 30%, multiple choice questions on core material. (30 marks)

• Paper 2: 1 hour 30 minutes, 30%, data-based and extended-response questions on core  topics  (50 marks)

Higher Level - Three written papers:

•  Paper 1: 1 hour, 20%, multiple choice questions on core and HL topics (40 marks)

• Paper 2: 1 hour 30 minutes, 20%, data-based and extended-response questions on core topics  (50 marks)

•  Paper 3: 1 hour 30 minutes, 20%, structured questions on HL extension material and case studies (40 marks)

Internal Assessment 40% 

Students complete a design project. For SL students, this should take approximately 40 hours. For HL students, it should take about 60 hours.

For more information:

Speak to Mr Caulfield or Ms Patel

The DP computer science course is engaging, accessible, inspiring and rigorous. It has the following characteristics. 

The course: 

• draws on a wide spectrum of knowledge

•enables and empowers innovation, exploration and the acquisition of further knowledge 

• raises ethical issues 

• and is underpinned by computational thinking. 

Computational thinking involves the ability to: 

• think procedurally, logically, concurrently, abstractly and recursively 

• utilize an experimental and inquiry-based approach to problem solving 

• develop algorithms and express them clearly 

• appreciate how theoretical and practical limitations affect the extent to which problems can be solved computationally.

 During the course students will develop a computational solution. This will involve the ability to: 

• identify a problem or unanswered question 

• design, prototype, program and test a proposed solution 

• liaise with clients and end users to evaluate the success of the proposed solution and make recommendations for future developments.

Syllabus content 

A. Systems in theory 

B. Systems in practice 

C. Systems in context

The course aims to enable students to: 1. develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects 

2. acquire and apply a body of knowledge, methods, tools and techniques that characterize computer science 

3. develop the ability to analyse, evaluate and synthesize information and claims relating to technological systems 

4. develop the ability to approach unfamiliar situations with creativity and resilience 

5. design, model and implement solutions to local and global problems to meet the requirements of clients, users and systems 

6. develop an appreciation of the possibilities and limitations of computer science 

7. develop the ability to evaluate the impact of emerging technologies on a range of stakeholders 

8. develop the ability to communicate and collaborate effectively 

9. develop awareness of the ethical, environmental, economic, cultural, and social impact of computer science

 10. develop a critical awareness and understanding of threats to computer systems and their countermeasures.

External assessment:

Standard Level: 70%

Higher Level: 80%

Paper 1: 

SL: 1 hour 15 minutes, 35%, 

HL: 2 hours, 40%

A problem-solving paper that includes questions requiring the reading, understanding, interpretation and writing of code in Java or Python.

Paper 2: 

SL: 1 hour 30 minutes, 35%, 

HL: 2 hours, 40%

This paper focuses on applying theory and practice to real-world contexts, and includes a structured question framed by a given technology context

Higher Level: 80 %

Internal assessment 

Standard Level 30% 

Higher Level 20% 

An individual computational solution development project. Students produce a report that details the development of a computational solution following the software development life cycle (SDLC) process.

For more information:

Speak to Mr Pennant or Mr Ozioko