A Guide to the Sixth Form and the International Baccalaureate Diploma Programme 2021 -2022 Alasdair Ulyett IB Co-Ordinator

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KING WILLIAM’S COLLEGE

A Guide to the Sixth Form and the International Baccalaureate Diploma Programme 2021 -2022 Alasdair Ulyett IB Co-ordinator

Tel: +44 (0)1624 820125 Email: [email protected]

Anya Morgans Head of Sixth Form

Tel: +44 (0)1624 820441 Email: [email protected]

Zoe Watterson Deputy Head of Sixth Form

Tel: +44 (0)1624 820400 Email: [email protected]

Lauren Hewes Head of Higher Education

Tel: +44 (0)1624 820400 Email: [email protected] THE INTERNATIONAL BACCALAUREATE

In 2002 King William’s College began teaching the International Baccalaureate Diploma for the first time. Since then close to 1000 students have studied the Diploma with us and we have become one of the largest and most successful IB schools in Britain. We believe that it is an excellent preparation for both university and life beyond and it is the only qualification we offer in the Sixth Form. Class sizes are small with an average of 10 pupils per class.

ENTRY REQUIREMENT Six IGCSE/GCSEs at grade ‘C’ or above, or the equivalent (Level 4). A ‘B’ grade (Level 5/6) is recommended for the subjects you wish to study at Higher Level.

WHAT IS THE IB DIPLOMA? The IB Diploma Programme is a balanced programme of education that combines both breadth and depth of study. It places a strong emphasis on critical thinking skills and promotes a sense of international-mindedness. The programme is taught over two years and is recognised by all UK universities and by most leading universities around the world.

THE CURRICULUM Students study six subjects, normally three at Higher Level (HL) and three at Standard Level (SL). They choose one subject from each of Groups 1 to 5, which includes

Languages, the Humanities, Science and Mathematics. The sixth subject may be an Arts on the IB General Points subject chosen from Group 6 or another subject from Groups 1 to 4. We are currently offering French B, Economics and Biology although we regularly review this and will make changes depending on demand.

In addition, the programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding:

• The Extended Essay: a 4,000 word piece of independent research, giving students the opportunity to conduct an in-depth study of a topic of interest to them. It introduces them to academic research and is an invaluable preparation for university.

• Theory of Knowledge: a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing and different kinds of knowledge.

• Creativity, Activity and Service: requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.

Because there are nine components in all, IB students learn how to organise themselves, think independently and take responsibility for their own learning. These are invaluable skills that will allow the students to go on and succeed at university. At the heart of the programme is a sense of internationalism. In this globalised world most students can expect either to study or work abroad at some point in their lives. The IB

3 GeneralTHE INTERNATIONAL Points on the International BACCALAUREATE Baccalaureate General Points on the IB General Points

offers an international outlook missing in other educational programmes. It introduces students to other cultures and, critically, it requires them to study a second language. To put it simply, it aims to educate the citizens of the 21st Century.

ASSESSMENT

Both standard and higher level subjects are marked on a scale of 1-7, with 7 indicating excellence. A maximum of three ‘bonus’ points can be awarded according to a candidate’s combined performance in Theory of Knowledge and the Extended Essay (see table on page 15). The maximum score therefore is 45 points. 24 points; are required in order to be awarded the Diploma.

4 General PointsSUBJECT on the International CHOICES Baccalaureate

Students choose one subject from each of the six groups, with normally three subjects at Higher Level and three subjects at Standard Level.

GROUP 1 : STUDIES IN LANGUAGE AND LITERATURE

English A Language and Literature (HL and SL) English A Literature (HL and SL)

GROUP 2 : LANGUAGE ACQUISITION

Language A Literature self-taught [native speakers] (SL) French B (HL, SL) French ab initio (SL) German ab initio (SL) Subject Choices German A Literature [native speakers] (HL) Latin (HL and SL) Spanish B (HL, SL) Spanish ab initio (SL)

GROUP 3 : INDIVIDUALS AND SOCIETIES

Business Management (HL and SL) Economics (HL and SL) Geography (HL and SL) History (HL and SL)

GROUP 4 : SCIENCES

Biology (HL and SL) Chemistry (HL and SL) Design Technology (HL and SL) Environmental Systems and Societies (SL) Physics (HL and SL) Sports, Exercise and Health Science (HL and SL)

GROUP 5 : MATHEMATICS

Mathematics: Analysis and Approaches (HL) Mathematics: Applications and Interpretation (HL and SL)

GROUP 6 : THE ARTS AND ELECTIVES

Music (HL and SL) Theatre (HL and SL) Visual Arts (HL and SL) Biology (HL and SL) Economics (HL and SL) French B (HL and SL)

5 THE SIXTH FORM

Sixth Form students at King William’s HIGHER EDUCATION College enter into a lively and supportive environment. With a third of the Sixth LOWER SIXTH Form currently from overseas countries, The College offers a high quality and including Germany, Romania, Bulgaria, distinctive package to prepare students for China, Ukraine, France, Georgia, Russia, life beyond its walls, recognising and Poland, Brazil and Hong Kong, the meeting their individual needs. The Head students have a unique chance to engage of Higher Education offers guidance and with a multicultural environment, thus preparation, and meets all students broadening their outlook and individually, and regularly, to discuss their complementing the international ethos of HE plans and applications. They will also the IB. The students are split into small offer specific advice to help guide Oxbridge

The Sixth Form tutor groups, consisting typically of around candidates and applications to US and 10 students, and their tutor remains with Canadian universities, including preparing the group throughout the two years of the students for the SATs and other admissions Sixth Form. With such small groups, the tests. Further assistance is offered for tutors are able to track the academic applications to other overseas universities,

progress of each individual student, particularly those in Germany. The HE ensuring that they realise their potential. process begins early in the Lower Sixth by Each student completes a Personal ensuring that appropriate IB subject choices Development Plan during weekly tutorials, are made by each student to meet the which allows for reflection upon subjects requirements for their future applications. and areas of strength or weakness, Wider reading and relevant work experience including individual target setting, and is discussed and encouraged with an annual focuses on strategies to maximise their careers and work experience fair making use achievements. The Head and Deputy Head of College’s wealth of contacts within the of Sixth Form work closely with the tutors Island’s employers. Potential Oxbridge to ensure that each student is fully informed applicants, as well as those applying for about what the School has to offer to give medicine, dentistry, veterinary medicine and the students the best preparation for the law, are identified early in order to make wider world. their applications as strong as possible.

6 research. university/coursestatement andfurthering writingtheirpersonal application form, workshops focusoncompletingtheonline extensive guidance, andstaff-supervised application procedureandcontaining booklet whereappropriate)detailingthe well asaUSand/orIrishuniversities comprehensive KWC UCASbooklet(as application process:Each studentreceives a the of signalsthestart term endof the very admissions tutors. HigherEducationDay at to universities andvisitsfromuniversity throughtheHEfair, visits then confirmed want toapplyforthefollowing year. is This ensure thatallstudentsknow whatthey their tutors. we BytheSummerterm, which theydiscusswith tailored suggestions individually receiving adetailedbookletof courseanduniversity, witheach student of thechoiceQuestionnaire helpstonarrow After Christmas, aCoursefinder “The teachers were wonderful in helping me decide and prepare my university choices. university Their my medecideandprepare inhelping wonderful “The teacherswere

THE SIXTHFORM

help washelp invaluable”

7 are submitted.Allstudentsbriefedon overseas applications and themajorityof andinsurancechoices,advised over firm studentsare Upper SixthSpringterm possible. the preparation Throughout theSchool, togive thebest Principal of withsubjectexperts, aswell asthe arranged are ‘mock’ interviews interview, aseriesof Forterm. thosestudentswhoarecalledto streaminginthroughouttheAutumn start (mid-January), butconditionalofferswill thenationaldeadline iswell aheadof This term. applications aresubmittedbeforehalf touches totheirapplicationsandall student isreadytomake thefinishing theUpperSixtheach of By thestart UPPER SIXTH have decidedtodefer their applications. isalsoprovided forthosewho support This universitywith anyqueriesregarding places. Education isavailable after resultstohelp Higher and guidance. Headof The Overseas Studentstoofferadvice Head of results intheSummerholiday, have the which aredonepostIB mainly German, leave andthoseapplications, College, the IBresultsday procedurebeforethey

The Sixth Form THE SIXTH FORM

ACADEMIC MODEL UNITED NATIONS ENRICHMENT AND The Model United Nations provides our students, together with students from all of

SUPPORT the other island schools, with the

opportunity to participate in a mock UN In the Sixth Form we offer an enormous summit and engage with issues of global range of activities to support and expand significance. the learning opportunities available.

LECTURE SERIES The Sixth Form

Every half term we host a Sixth Form Lecture, which is given by a guest speaker usually from outside of College, on a diverse range of topics. Recent speakers have included lawyers, adventurers and academics, with presentations ranging from ACADEMIC SUPPORT & ‘The Brain and the Paranormal’ to ‘Human MENTORING Remains in Archaeology’ to ‘Making All departments offer subject clinics, which Donald Trump’s America’. These talks give provide academic support and an opportunity to expand the students’ opportunities for students to consolidate outlook and give them a taste of university- their understanding and to ask questions style lectures. which go beyond the scope of their

syllabus. Academic departments organise BRAGG SOCIETY trips and excursions which enable students In addition, the Bragg Society provides an to see the wider context of the work they opportunity for the top academic achievers are studying in the classroom. Sixth Form to come together and discuss issues and students also volunteer to assist younger ideas, with sessions led by members of the pupils in different subjects, such as the Common Room, as well as external weekly Maths Club, and many assist the speakers. One of the highlights is the Head of Learning Support by providing ‘Oxbridge Challenge’ evening, where the academic mentoring in a variety of subjects Oxbridge applicants are put to the test with and helping younger pupils with their questions from the floor. reading and writing.

“ The lectures are very informative and interesting even if they are not your preferred subjects they give you an insight into wider subjects and perspectives”

8 THE SIXTH FORM

EXTRA-CURRICULAR OPPORTUNITIES

SPORT The College has a strong sporting presence in the Island, fielding teams in rugby, football, hockey, netball and athletics. Our regular fixtures in the UK offer students the opportunity to compete against top schools in the North West, expanding the range of competition available to our talented sportsmen and sportswomen, and facilitating exciting annual meetings with UK schools. Our team captains and vice-captains have the opportunity to develop invaluable leadership skills, and other team members are involved in assisting the coaching of younger teams throughout the School. In addition, we offer numerous other sports during afternoon Games sessions and after school, such as golf, swimming, basketball and yoga. We also take advantage of some of the fantastic sporting facilities available in the Island, such as the indoor climbing wall in Douglas. The Sixth Form

THE DUKE OF EDINBURGH’S AWARD Students are encouraged to participate in The Duke of Edinburgh’s Award (DofE) scheme, which emphasises personal and social development by completing various activities and undertaking an adventurous expedition. The DofE Gold Award is highly regarded by universities and employers, as it demonstrates commitment, responsibility, initiative and time management.

CCF The Combined Cadet Force (CCF) programme has been developed to promote and nurture leadership, teamwork, responsibility, self-reliance, self-discipline, resourcefulness, endurance and perseverance through military themed activities. Membership in one of the three sections, Army, Royal Navy and Royal Air Force, can lead to vocational qualifications, participation in summer camps, expeditions, sailing, flying and adventurous activities. This is a fantastic opportunity for students to step out of their comfort zone and develop themselves as young leaders.

“The teachers support and encourage people of all levels”

9 THE SIXTH FORM

MUSIC & DRAMA College has a thriving Music and Drama Department which offers individual music and drama lessons, as well as the opportunity to get involved in groups, such as the Chapel Choir, Orchestra and other ensembles. These all help to foster teamwork and self- confidence, as well as improving technical ability and overall musicianship. Musicians regularly take ABRSM exams and LAMDA exams are available for speaking and acting. There are endless opportunities for students to perform in recitals, concerts and the annual whole School production. Some students will choose to develop their leadership skills through roles such as, Head of Choir, gaining responsibility for encouraging younger students and helping to organise rehearsals, while many others choose to offer their services behind the scenes in our many performances and productions.

The Sixth Form

HOUSE ACTIVITIES Through the House system, Sixth Form students prepare and rehearse younger students for the annual House Music competition, taking charge of the repertoire and selection of soloists. Other House competitions include, House Drama, which is entirely organised and

directed by the students, a House Debating tournament, as well as a wide variety of House sporting events. The House system provides an invaluable opportunity to get involved and build confidence and experience in managing others, as well as having a thoroughly enjoyable time.

“Charity Challenge inspired me to participate in projects abroad”

10 THE SIXTH FORM

OTHER ACTIVITIES The annual Island-wide Charity Challenge provides opportunities for students to develop strong public-speaking skills, as well as an increased awareness into a variety of global development issues and the work of charitable and aid organisations.

The Junior Achievement programme runs throughout the Lower Sixth. Learning how to take a business idea from concept to reality, groups of students set up and run their own company guided by business mentors. This provides invaluable first-hand experience of the business world, and the opportunity to take real responsibility, show initiative and creativity, manage finances and develop crucial organisational skills.

The Sixth Form

The College Share Race involves groups of Sixth Form students investing on the stock market with virtual money. Teams present their portfolio results to the judges and other competitors, explaining their investment strategy. This activity encourages calculated risk- taking, effective teamwork and confident presentation skills.

Every year, through an application and interview process, a number of Sixth Form students are selected to act as Peer Mentors for students in the Fourth Form. Peer Mentors are given training in leadership, pastoral skills and safeguarding knowledge. They provide valuable assistance to tutors in Fourth Form, acting as a listening ear and role model to younger students. Peer Mentors are also involved in the planning and implementation of certain aspects of the PSHE programme.

Many students volunteer to help organise events or projects such as School social events, the Upper Sixth yearbook and the Barrovian Magazine. They enjoy the opportunity to develop their teamwork, creative and organisational skills, and it is particularly rewarding to see their innovative ideas come to fruition.

“Peer mentoring has been one of the highlights of my year”

“Leading House Drama was a really great experience, I learnt so much. A real team effort!”

11 THE SIXTH FORM

The Sixth Form EXCHANGE PROGRAMME Dinner. These events have always been a Upper Fifth and Lower Sixth students have great success and it is testament to the the possibility to go on a cultural or sport closeness of our Sixth Form to see how exchange to schools in South-Africa and well the College community comes Australia during their summer break. They together. integrate fully at their host school (both in lessons and extra-curricular activities), BOARDING spend time with a host family, and also have the opportunity to go on a variety of Currently a half of the Sixth Form boards, exciting trips to experience more of the either on a weekly or full time basis. The country. Students learn to be more structured routine and close supervision by independent and it gives them a new house tutors fosters a strong support perspective on a different culture. This system for those students who need extra unforgettable experience also fosters life- assistance and motivation for their studies. long friendships. In addition, the boarding house has an extremely friendly and lively social SOCIALS atmosphere, allowing the students to have a Throughout the two years in the Sixth healthy balance between their academic Form we encourage various social events, work, other commitments and socialising beginning with the Welcome BBQ in the with their fellow students. The international Autumn term. Other events include, the environment of the boarding house means annual Epiphany Black Tie Dinner, as well that students leave College with life-long as the Sixth Form Ball and Valedictory friends scattered around the globe.

The exchange programme was the best six weeks of my life!”

12 thefollowing: someor allof avariety through of CAS experienceswillbecarried Outcomedisciplines. theLearning withineach of self-assess theirprogress Outcomes, aresevenThere Learning which and must befulfilled,andpupilsarerequiredtoreflect sufficientpointsintheacademicsubjects. much of asisthegaining aDiploma,justas award of CASrequirementsisaconditionof monitors standards. Fulfilmentof thepupils’CAScommitmentandIB isself-evaluationThere andSchool evaluations of level. Itmeansdoingsomethingforothersandwithothers.national orinternational CAS, orbeatlocalcommunity, might take placeattheCollege aspectof most transforming oftenthe Service, inteamorindividual anewsport. sports,participation expeditionsorlearning forthefirsttime. onstage Activity couldbe orperforming anewinstrument set,learning stage zone. toballroomdance, Creativity theircomfort paintingandcreatinga mightincludelearning of something back tothecommunity, somethingnew, tolearn tostretch thepupilsandtake themout and extendstudents. may notincludethingsthattheyalreadydo. They ideaistogive The necessity. toreach beyond Pupilsareencouraged theirexistingexperiencesandshouldchallenge excuse outfrombehindtheirdesks, isnotonlyagood forpupilstoget This butisanabsolute should bemeaningfulandworthwhile. nationally andinternationally, andincreasetheirabilitytocooperatewithothers. CASexperiences forotherslocally, self-awarenessIB studentshoulddevelop andconcern greater personalgrowth talents withothers, beyond widelybutthekey academicwork. isinterpreted criteriaisthatan This and CASrequirementisthatpupilssharetheirenergy responsible andcompassionatecitizen.The theDiplomaistoeducatewholepersonandhelpIBstudentbecomea of goal The • • • • • • • • hours. Regular ‘School’ initiatedcommitmentswhich, School by theirnature, canbeoutsidenormal may includeanannual This overseasservice. projectto helpadisadvantaged community. creativity,Project basedactivities, activity which and may encompassallthreeelementsof Four CASexperiencesmust take placeoutsideKingWilliam’s College. nineCASexperiencesshouldbeundertaken. A minimum of commitment andbeself-initiated. One projectneedstodisplay alongterm initiativesIndividual or group by students. EdinburghAward scheme andCCF. Duke of The long asnewskillsarebeinglearnt. Competitions, School theSchool productions andconcerts, representing inteamgames, as Active inSchool activities participation such asHouseDramaandMusic CREATIVITY ACTIVITYSERVICE (CAS)

Creativity Activity Service THEORY OF KNOWLEDGE (TOK)

WHAT IS IT? TOK is the part of the Diploma where we explore the process of knowing, constructively reflecting on all that we do when we are acquiring and producing knowledge, as well as learning to be critical thinkers. During the TOK course we will examine how we know what we claim to know, analysing knowledge claims and exploring knowledge questions from both individual and shared perspectives.

WE AIM TO • Make connections between our knowledge, our academic study and the wider world, critically approaching how we all construct knowledge. • Develop awareness of how individuals and communities construct and share knowledge and critically examine it. • Develop an interest in the diversity and richness of cultural perspectives, as well as an awareness of personal and ideological assumptions. • Critically reflect on our beliefs and assumptions. Core Requirements • Develop the understanding that knowledge brings responsibility.

WE ATTEMPT TO ANSWER QUESTIONS SUCH AS: • What shapes my perspectives? • Where do our values come from? • How can we navigate the world? • How can we tell when we are being manipulated?

HOW DO WE DO THIS? • We identify and analyse various kinds of justification that support knowledge claims. • We examine how different areas of knowledge generate and shape knowledge. • We become aware of different perspectives and relate these to our own perspectives. • We explore real-life situations from a TOK perspective.

HOW IS IT TAUGHT? In two lessons a week throughout the Sixth Form we have fun talking about what we know and how we know it. We delve into different subjects, comparing the nature of the knowledge in them. We investigate exactly how we know anything and everything. We focus on real-life examples and situations, thinking about them in terms of looking at the evidence or assumptions that might justify the knowledge associated with them. Everyone can explore whatever interests them, whether it is speedy neutrinos, Damian Hurst’s shark or the morality of killing fields as tourist attractions.

HOW IS IT ASSESSED? There are two assessed components : an Exhibition, where students explore how TOK questions manifest in real-life objects in the world around them, and an Essay in response to one of six titles set by the IB. Essay titles are released in September of the Upper Sixth year; one is chosen and, after fruitful thought and discussion, up to 1600 words later the Essay is sent off electronically to be externally marked. TOK is graded on a scale from A to E, based on the marks for the Exhibition and the Essay. 14 EXTENDED ESSAY (EE)

The Extended Essay offers IB students the opportunity to investigate a topic of special interest, usually from one of their six Diploma subjects, and acquaints them with the independent research and writing skills expected at university. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor.

The final essay is a major piece of formally presented structured writing of no more than 4,000 words, in which ideas and findings are communicated in a reasoned and coherent manner appropriate to the subject.

EXAMPLES OF SOME RECENT EXTENDED ESSAYS

• To what extent did Edith Wilson influence President Woodrow Wilson's administration between 1917 and 1921? • In what ways does the representation of male sporting heroes differ in the GQ Front Cover Magazines from 1980's to 2010's? Core Requirements • How does Prokofiev use orchestration, dynamics and melody to create a dramatic effect and portray the story in Suite no2, ‘Montagues and Capulets’? • What is the optimal type of stretching to use to improve the immediate flexibility in the hamstrings? • To what extent do metals mined in Serbia and on the Isle of Man inhibit the enzymatic activity of catalase? • Mona Lisa is a Global icon but who was ''she''? • Is it possible for the Rubik’s Cube to be in a configuration where exactly two cubies are in the wrong position?

AWARDING OF BONUS POINTS

THEORY OF KNOWLEDGE Excellent Good Satisfactory Mediocre Elementary A B C D E

Excellent 3 3 2 2 Failing A condition

Good 3 2 2 1 Failing B condition

Satisfactory 2 2 1 0 Failing C condition

Mediocre 2 1 0 0 Failing D condition

EXTENDED ESSAY Elementary Failing Failing Failing Failing Failing E condition condition condition condition condition

15 “The IB is the best curriculum in the world right now. It combines academic rigour with real world skills in a global context.”

Lord Knight, former Minister of State for Schools and Learning THE SUBJECTS IN MORE DETAIL Group 1 : Studies in Language and Literature discourse analysisamongothers. theory,meant tobewide-rangingand canincludeliterary sociolinguistics, mediastudies andcritical byin which identityandculture. itshapesandisinfluenced Approaches tostudyinthecourse are andtheways itself language readings,appropriate secondary studentswillinvestigate thenatureof andtextualtypealongside media. Byexaminingcommunicative form actsacrossliterary textsinavariety of and non-literary literary of In thiscourse, studentswillstudyawiderange LANGUAGE A:LANGUAGE ANDLITERATURE textuality, andtherelationshipbetween literatureandtheworld. and language literary literature, theaesthetic functionof criticism. Studentsexplorethenatureof approaches totextual Students willfocusexclusively texts, onliterary adoptingavariety of LANGUAGE A:LITERATURE offered atstandardlevel (SL)andhigherlevel (HL). andLiteraturecourseare A:Language A:LiteraturecourseandtheLanguage Both theLanguage contexts, such associal,historical and culturalcircumstances. content,purpose, audienceandtheirassociated may beunderstoodinrelationtotheirform, thinking andbeing. studyadditionally buildsanawareness The thatalltexts waysor challenges of sustains how language responding to, them,leadstoanunderstanding of producingorperforming perspectives by singleormultiple generated readers. criticallyabout texts, Thinking aswell as or value systems, acrossmultiple andhow itisnegotiated withinbelief how meaningisconstructed literary, non-literary, textsprovides afocusforunderstanding visualandperformance studyof The courses. textualcreation, analysisandresponseareelementsinboth of production andtheperformativity texts. andnon-literary Student andLiteraturecourseexaminesbothliterary A:Language Language A:Literaturecourse, whilethe theLanguage textsarethesolefocusof Literature course. Literary tobothcourses, and A:Language butistreatedmorebroadlyintheLanguage iscrucial Language Within thisframework, each coursehasitsown emphases. andfocuson: literatureandperformance language, Both coursesexploreelementsof and developed products. analyse,order tointerpret, evaluate andthencommunicate thisunderstandinginclear, organized textsin andnon-literary exploredthroughliterary concepts awidevariety of understanding of texts. their willalsodeepen They appropriatetothe analysisof acquire thevocabulary Students areexpectedtodevelop theirproficiency, to andinparticular andlinguisticrange, fluency subjects varies onthesubject’s depending individual characteristics. the thestudydeveloped ineach of focusof thecourseinaneducationalcontext.The of language usingthe whohave linguisticandculturalbackgrounds experienceof from awidevariety of Acourses,Both Language offeredinEnglishatKingWilliam’s aredesignedforstudents College, ALiterature self-taught SLcourse. canfollow Language anotherlanguage native speakers of Borabinitio. aLanguage We ALiteratureHLand offerGerman currently Ainsteadof Language may choose inasecondlanguage tostudyasecond Literature orcourse. fluent Those and studyingtheLanguage All studentsstudyEnglishasaGroup1subjectandhave theoptionof • • • General Points on the International Baccalaureate General Points ontheInternational set fintertextuality. aspects of spaceandhistoricaltime. textsacrossgeographical andfunctionsof the range the relationshipsbetween readers, writersandtexts.

Group 1 : Studies in Language andLiterature 1:StudiesinLanguage Group

students will need to discuss an extract from one of the literary works theyhave theliterary studiedinclass. students willneedtodiscuss anextractfromoneof in aconversation withthe teacher. SL studentswilldiscussanunseenvisualstimulus butHL Assessmentisassessed throughanoralrecordingwherestudentswillneed toengage Internal The task aswell listeningandreadingcomprehensiontasksthatareallbasedonthefive themesabove. assessedmaterialrequiresstudentstoshow theirproductive externally The skillsthroughawritten ASSESSMENT themesare: interest. The personal,localornational,andglobal forstudentstocommunicate aboutmattersof opportunities isbasedaroundfive curriculum prescribedthemesthatprovideThe relevant contextsand CURRICULUM MODELOVERVIEW competencythestudent isexpectedtodevelop inthereceptive, productive andinteractive skills of BSLandHLcanalsobeseeninthelevel distinctionbetween Language BHL.The only atLanguage isrequired works two language originallywritteninthetarget literary studyof course content.The topicsrelatingto explain problems, theirpersonalopinionsonavariety of andstatesupport familiar andunfamiliarcontexts. describesituations, events, They narrate make comparisons, in language tocommunicate inthetarget B(SLandHL),studentslearn Language At bothlevels of DISTINCTION BETWEENSTANDARD LEVELANDHIGHER to: are Bcourse thelanguage aimsof The Bthatisstudied. courses inotherdisciplinesthelanguage standardlevel studentsshouldbeabletofollow university language. Highperforming in thetarget andexperience knowledge of Bisdesignedforstudents whopossessadegree language. Language otherculturesthroughthestudyof andtopromoteanunderstandingof additional language toacquireordevelop Bcourseprovides an studentswiththeopportunity IBDPlanguage The COURSE DESCRIPTIONANDAIMS • • • • • • • • • • • • General Points on the International Baccalaureate General Points ontheInternational nweg fanadditionallanguage. of knowledge forenjoyment,Provide creativity theopportunity andintellectualstimulation through additional language. an study,Provide studentswithabasisforfurther work andleisurethroughtheuseof which theyarefamiliar. andcultureswith therelationshipbetween thelanguages Develop students’awareness of knowledge. inrelationtootherareasof language theroleof Develop students’awareness of peoplefromothercultures. hedifferentperspectives of of textsandsocialinteraction,anawareness andappreciation throughthestudyof Encourage, purposes. and foravariety of contexts theyhaveEnable studentstounderstandandusethelanguage of studiedinarange Develop students’interculturalunderstanding. Sharing theplanet Social organization Human ingenuity Experiences Identities

Group 2 : Language B 2:Language Group

Group 2 : Language B Group 2 : Language ab initio in aconversation withthe teacher. Assessmentisassessed throughanoralrecordingwherestudentswillneed toengage Internal The task aswell listeningandreadingcomprehensiontasksthatareallbasedonthefive themesabove. assessedmaterialrequiresstudentstoshow theirproductive externally The skillsthroughawritten ASSESSMENT themesare: The media. of interest usingawiderange personal,localornational,andglobal forstudentstocommunicate aboutmattersof opportunities isbasedaroundfive curriculum prescribedthemesthatprovideThe relevant contextsand CURRICULUM MODELOVERVIEW studentsto: for if thecourse aimof The abinitioisofferedatSLonly.noted thatLanguage limitedpreviousexposure. orforthosestudentswithvery language, Itshouldbe thetarget of acquisitioncoursedesignedforstudentswithnopriorexperience abinitioisalanguage Language the course. thatareappropriatetothelevel contextsandpurposes of and interactive of skillsacrossarange works. how language Communication isevidencedthroughreceptive, productiveunderstandings of themesandtexts. language, Indoingso, theyalsodevelop conceptual through thestudyof abinitiocourse, studentsdevelopIn thelanguage language theabilitytocommunicate inthetarget COURSE DESCRIPTIONANDAIMS • • • • • • • • • • • • • General Points on the International Baccalaureate General Points ontheInternational Sharing theplanet Social organization Human ingenuity Experiences Identities Foster learning. language curiosity, creativity andalifelongenjoyment of additional language. an study,Provide studentswithabasisforfurther work andleisurethroughtheuseof critical-andcreative-thinking skills. andthedevelopment of for intellectualengagement inquiry, withopportunities Provide andtheprocessof students, learning throughlanguage knowledge. inrelationtootherareasof language of theimportance Develop students’awareness of which theyarefamiliar. andcultureswith therelationshipbetween thelanguages Develop students’understandingof peoplefromdiverse cultures. perspectives of avariety of appreciation of textsandthroughsocialinteraction,anawareness and throughthestudyof Encourage, purposes. and foravariety of contexts theyhaveEnable studentstocommunicate inthelanguage of studied inarange globalsignificance. issues of languages, cultures, andideas throughthestudyof Develop international-mindedness

Group 2 : Language ab 2:Language initio Group

translate a longer unseenpassage. translate alonger examination,studentsareexpected to essay-style questionintheexamination. IntheLanguage LatinthanSL;theymust alsoanswer an module, HLstudentswillstudy100-150 morelinesof materialcovered. In theLiterature content fromSLtoHL:the differenceliesinthequantityof IB Latinisavailable atboth HigherandStandardLevel. isnodifference indifficultyof There in Athenian attitudestowardschange thegods. how a Greeksculpturerepresented infanticide inGreekandRoman society, toanexplorationof opinions towards reasoned conclusion.Past investigations have fromanexaminationof ranged tofashionanargument,leadinga sources(eithertextual orphotographic) primary variety of interests thempersonally. Aftercomingupwithaninitialresearch question, studentsthenusea theClassicalworld which Assessmentgives Internal studentsachanceThe toinvestigate anareaof ASSESSMENT in thecourseprovide anexcellent introductiontouniversity-style learning. textual analysisinherent ancientcivilisations. studyrequiredandhighlevels independent of The of textsfromacriticalperspective andculture examine literary andimmersethemselves inthehistory alanguage, IB Latinisunique:itgives studentsthechance todevelop theirunderstandingof texts. the technique, themforanswering toprepare exam-stylequestionsonfeaturesof analyse literary withtheoriginalLatinand Aeneas insinglecombat.Lessonsareinteractive: studentsengage poem,ashemust theepic finallyfacetheTrojan hero identityinBook12of Turnus’s crisisof passion,dejectionandjealousy. Aeneidoptioncovers The intensefeelingsof exploration of Ovid,HoraceandCatullus, allowing forin-depth optionfocusesonthepoems of former The Aeneid. texts basedonacentraltheme. Currently, theoptionsbeingstudiedareLove Poetry andVergil’s interests;studentschoose fromtwoaccording totheirparticular options, which containasetof students, prose andverse. of moduleishighlyadaptableandcanbetailoredforeach group The texts, taken fromboth Literaturemoduleallows studentstoinvestigateThe adiverse of range when tackling a“brain-teasing”unseentranslation. modulerigorous, yetenjoyable,foundation inthelanguage. Studentsfindthe Language especially developing afirm Lower Sixth,therewillbeweekly tests, vocabulary of withthepurpose such familiarconcepts asindirectstatementsandpassive verbs. of From thestart understanding of (such astheiussive whilstdeveloping constructions subjunctive their grammatical andgerunds), worksheets andJohn Taylor’scombination of LatinBeyond GCSE,studentswillencounter new syllabusisdesignedtobuildonthetranslationskillsacquiredatGCSElevel. Language Usinga The Assessment. Latincourseisdivided LiteratureandanInternal intothreemodules:Language, The THE COURSE andtheculturethatproducedit. thelanguage of thebeautyandpower andcloseanalysis, criticalthought,memory aswell asanappreciationof of Latinaimstotrainthemind,developing skills their ancientcounterparts. Atitscore, thestudyof such socialconstructs, will have aspoliticsandreligion,with tocomparemodern theopportunity uncovering such directlinksbetween asEnglish,SpanishandFrench, Latinandlanguages students culture. theRomans Aswell andcontemporary as light fascinatingparallelsbetween theworld of societies. between theancientworld StudyingIBLatinbuildsabridge life, bringingto andmodern ancientRome andGreecehave hadanimmeasurableimpactontoday’s civilizations of The AIMS

Group 2:Latin Group

Group 2 : Latin Group 3 : Business Management andbreadthtothecourse.both depth study, adding In additiontothecore, HLstudentsareexpectedtocompleteextensionareasof outcomes. five topicswithcommoncontentandlearning (HL) andStandardLevel (SL)consistingof forHigherLevel comprisesacorecurriculum newlyrevisedsyllabusforBusinessManagement The BUSINESS MANAGEMENT SYLLABUS worth 25%. assessedinaresearch projectandreport internally assessedintwo courseisexternally writtenpapersworth 75%,whichThe cover alltopicsand ASSESSMENT wouldconcepts beanadvantage. studybasedonthisspecification.However, afamiliaritywithbusiness acourseof to undertake forstudents Businessisnecessary of qualifications isexpectedorrequiredandnopriorknowledge specificsubjectsstudied fornationalorinternational of interms background No particular BUSINESS MANAGEMENT ANDPRIORLEARNING education benefitfromhaving previouslystudiedBusinessManagement. Students seekingtopursuevocational coursessuch asMarketing, HRandAccountancyatfurther will contributetostudents’development business. aseffective inlocalandinternational participants socialresponsibilityinthebusinessworld and theappreciationandissuesof courseencourages The marketing, ethics, humanmotivation, innovation growth, strategy. andchange topicslike international culturaldiversity throughthestudyof promote theirappreciationof businessandto globalised world. Itisdesignedtogive perspective studentsaninternational of businessactivity ina aimstohelpstudentsunderstandtheimplicationsof Business Management business activity. of between promotesaholisticoverview thetopicsarecentraltocourse, andthisintegration andfinance. marketing, production,humanresourcemanagement Links business functionsof in which businessoperates. Emphasisisplacedonstrategicdecision-makingandtheday-to-day andactivities andtheculturaleconomiccontext businessorganisations study adiverse of range complexbusinessactivities. casestudiesandtheory, Through students facilitates anappreciationof analysis toolsandtechniques of business principles, practicesandskills. applicationof The businesstheory, aswell asanabilitytoapply courseisdesignedtodevelopThe anunderstandingof factors.how andexternal thesedecisionsaffectedby internal isadynamicsubjectthatexaminesbusinessdecision-makingprocessesand Business Management Topic 5 Topic 4 Topic 3 Topic 2 Topic 1

Operations management Marketing, research andthemarketing mix Business financeandaccountsmanagement andHumanresourcesmanagement Organisation andenvironment Business organisation

Group 3:BusinessManagement Group

years. theory, soisspreadoutduringthetwo asectionof Commentaries arewrittenat theconclusionof accordingtonewspaperarticles.they needtoprovide commentariesdiscussingeconomictheory threecommentarieswhere of Assessment,candidatesproduceaportfolio theirInternal of As part then sitathirdpapertocover emphasisonquantitative theirmaterial,which hasagreater elements. All studentsareassessedonthevarious sectionsintwo writtenexamsandHigherLevel students syllabus keyThe looksatthree areas: material toprovide knowledge. themwithmorein-depth All studentsfollow additional acommoncorebutHigherLevel studentsarerequiredtolearn ASSESSMENT complicated theories. relativelyanalysis indifferentcontexts. toexamineindetailcertain Itissometimesnecessary economicproblems whileencouragingpupilstoemploy economic contemporary understanding of economicreasoning,offeringan thebasictoolsof It provides of pupilswiththepreciseknowledge todevelop are inthecandidate: theEconomicsprogramme aimsof The THE AIMS incomedistributionatalllevels. thethird,toissueof technology; the impactof sustainabledevelopment, theenvironment and two questionsarecloselylinked totheproblemsof Economics. first The ‘How’, ‘What?’, and‘For whom?’arecentraltothefieldof questionsof The resources. How aresuch choices madeandonwhatbasisaretheirconsequencestobeanalysed? scarce mustIndividuals, andgovernments constantlymake choices abouttheallocationof firms wellbeing. economic commontoallsocietiesisthesearch levelsAmong thechallenges foracceptable of thesolutiontothisproblem. of Economicsispart thatthestudyof development inthebelief developed andtheunderdeveloped world. IntheIBmuch emphasisisplacedontheissueof scarceresources, isrelevant toboththe Economics, theallocationof centralproblemof The • • • • • • • •

societies function. economicrealitiesinwhich individuals, and organisations anddiversityinterdependence of the perspectivesInternational which featurearespectforandunderstandingof unbiased way. An abilitytoevaluate economictheories, concepts, situationsanddatainarational economicobjectives. themselves inthepursuitof how individuals, organisations, societiesandregionsorganise An understandingof data, andtoexplainthefindingsclearly. situationsand economicanalysistopastandcontemporary An abilitytoapplythetoolsof economicreasoning. Disciplined skillsof The globaleconomy The Macroeconomics Microeconomics

Group 3:Economics Group

Group 3 : Economics Group 3 : Geography information collectionandanalysiswithevaluation. information (max.2500 words)Fieldwork, basedonafieldwork leading toonewrittenreport question, Assessment-SLandHL Internal Paper -Geographic perspectives -global Three interactions Paper Two -Geographic perspectives -global change Two Paper One-Geographic themes GEOGRAPHY SYLLABUS toenable thegeography atSLandHLare studentsto: course aimsof The GEOGRAPHY AIMS respect for, alternative approaches, andideas. viewpoints disciplines. helpsstudentsdevelop This lifeskillsandhave anappreciationof, anda variety of itspositiontoexaminerelevant andideasfromawide concepts takesGeography advantage of bothsocio-economicandscientificmethodologies. ensures thatstudentsacquireelementsof physical, environmental courseintegrates and humangeography, geography Programme and between socialorhumansciencesandnaturalsciences.occupies amiddleground Diploma The Within individuals andsocietiessubjects, isdistinctive geography initsspatialdimensionand actors, powers withvarying over decision-makingprocesses. of different range a scalesandfromtheperspectives of different places. may bedefinedonavariety These of such change. describesandhelpstoexplainthesimilaritiesdifferencesbetween Geography and respondtochange, andevaluates strategiesassociatedwith actualandpossiblemanagement intheseinteractions.identify trendsandpatterns Italsoinvestigates theway inwhich peopleadapt interactions between individuals, societiesandphysical processesinbothtimeandspace. Itseeksto intherealworld grounded andfocusesonthe isadynamicsubjectthatfirmly Geography 3 2 1 • • • • • • 3 2 1

o thefollowing optionsarestudiedat of Global risksandresilience Human development anddiversity Power, places andnetworks Global resourceconsumptionandsecurity Global climate-vulnerabilityandresilience Population distribution-changing population Leisure, tourismandsport Geophysical hazards Oceans andcoastalmargins scales. resourcesatvarying of management Understand andevaluate theneedforplanningandsustainabledevelopment throughthe issues, including: geographic thenexusof Develop acriticalawareness andconsidercomplexitythinkingin thecontextof and theenvironment atdifferentscales. between people, thedynamicinterrelationships places, spaces Develop anunderstandingof – – these issuescouldberesolved. abouthow viewpoints inordertoform knowledge synthesizing diverse geographic have beenshapedby powerful humanandphysical processes; issues, how orwicked geographic problems, understanding of acquiring anin-depth

Group 3:GeographyGroup

, and 24

three

at HL

HL Extensionpaper Common tobothSLandHL

develop theirinterest inthesubject. insuch atrip, toparticipate inlessonsandtohelp opportunity whattheylearn bothtosupport pupilswillhave during theirstudiesallSixthForm History the hoped thatatsomestage America,Russia, Korea. Itis China,Vietnam,Cuba andNorth have visitedtheUnitedStates of tripsabroad,andinrecentyearswe organising hasaproudtraditionof Department History The Students willalsobeasked Assessment. toproduceahistoricalinvestigation fortheirInternal writtenexaminationsrequirestudentsto analysesourcesandwriteessays.Investigation. The withtheHistorical writtenpaperstogether courseisexaminedthroughavarietyThe of ASSESSMENT AmericasastheHLoption. The studyof anin-depth required toundertake prescribedsubjectsandtopicsinworld history. StudentsatHLareadditionally consisting of Students atStandardLevel andHigherLevel arepresentedwithasyllabusthathascommoncore DISTINCTION BETWEENSTANDARD ANDHIGHERLEVEL the Civil War inthe1860sthroughto1970s. theUnitedStatesandincludes American History, which concentratesabove of allonthehistory atHigherLevel alsofollowIn addition,thosepupilsoptingforHistory acourseinmodern theColdWar. of legacy authoritarian statessuch asMussolini’s Italy, Mao’s China, Castro’s Cuba; andthecauses, impactand rivalries. anddevelopment thisbackdrop we theemergence of Against willbestudyingindepth ColdWar: andThe Authoritarian States(20thCentury) Superpower tensionsand topicsof century ourwork iscentredaroundthetwo key 20th thecourseisthematicandmuch of emphasis of initsscope. Moreover, international andvery modern courseisbothvery themain IBHistory The CONTENT government. insuch fieldsaslaw,particularly broadcasting,publishing,administrationand journalism, are alsoskillswhich aremuch qualification soughtafterby isahighlyregarded employers: History theGCSEcourse, and areskillswhich buildupontheworkThese pupilsmay have of doneaspart thepast. critical explorationof history. Inthisway,multiple of interpretations thecourseinvolves achallenging anddemanding criticalthinking,andondeveloping anunderstandingof premium ondeveloping theskillsof think historicallyandtodevelop factualknowledge. historicalskillsaswell Itputsa asgaining encouragingstudentsto of economic, courseemphasizestheimportance socialandcultural.The history, includingpolitical, typesof avarietyapproach of tohistory. Itinvolves thestudyof coursebasedonacomparative courseisaworld history andmulti-perspective IBHistory The theworld today.politics, societyandof thepast,which understandingof leadstoadeeper develops anunderstanding of Studying history opinions. withmultiple perspectives forengagement allowing andapluralityof opportunity itisalsoaninterpretive discipline, inquiry: fosters asenseof causation andsignificance. History intellectualdiscipline, focusedaroundkey suchIt isarigorous historicalconcepts aschange, isadynamic, evidence-baseddisciplinethatinvolvesHistory withthepast. anexciting engagement AIM

Group 3:History Group

Group 3 : History Group 4 : Biology Standard Level. by thedata.Weighting:analyse resultsandcometo conclusionssupported 20% atHigherand other Group4Sciences. outexperiments, Students areexpectedtodesignexperiments, carry Assessment, including 10hoursonacollaborative projectwith Internal interdisciplinary hours of Standard Level students have tocomplete40hoursandHigherLevel studentshave tocomplete60 Higher andStandardLevel. choice answer questions aswell andlonganswer asdata-based,short questions. Weighting: 80%at two years:students areexaminedusingmultiple Assessmentstake placeattheendof External ASSESSMENT physiology, cellrespiration,photosynthesisandplantscience. by theteacher. Topics covered include cells, genetics, ecology, evolution, humanhealthand oneoption chosen detail.Atbothlevels,topics butingreater thisissupplementedby thestudyof thesame All studentsfollow over acommoncoreandHigherLevel studentsthengo manyof enable studentsto: courseareto the DPbiology science, theaimsof thenatureof theoverarchingThrough themeof PROGRAMME OFSTUDY findings. manipulative skills, analyseresults, collaboratewithpeersandevaluate andcommunicate their Teachers todesigninvestigations, provide studentswithopportunities collectdata,develop the emphasisonapracticalapproach throughexperimentalwork thatcharacterizes thesciences. itis forms, communicate witheach other. thescientificmethodmay While take onawidevariety of how scientistswork and intheDPstudentsshouldbecomeaware of By studyingbiology pressure onthehumanpopulationandenvironment. growing atatimeof isexpected inthe21stcentury. isimportant progress progress great This to themacrousingmanydifferentapproaches andtechniques. isstillayoung scienceand Biology considerable challenge. Biologistsattempttounderstandtheliving world atalllevels fromthemicro fascinationanda bothanendlesssourceof speciesmakes biology vastThe diversity of THE NATURE OFTHESUBJECT 7 6 5 4 3 2 1 10 9 8

nlec nohraeso knowledge. onotherareasof influence therelationshipsbetween scientificdisciplinesandtheir Develop anunderstandingof scienceandtechnology. thepossibilitiesandlimitationsof Develop anappreciationof technology. usingscienceand theethicalimplicationsof Become criticallyaware, asglobalcitizens, of science. communicationDevelop skillsinthestudyof andapply21stcentury technologies. current Develop experimentalandinvestigative scientific skillsincludingtheuseof communication duringscientificactivities. theneedfor, andthevalue of, effectiveDevelop collaborationand acriticalawareness of Develop anabilitytoanalyse, evaluate andsynthesisescientificinformation. and technology. knowledge, methodsandtechniques thatcharacterise science Apply anduseabodyof technology. knowledge, methodsandtechniques thatcharacterise scienceand Acquire abodyof challenging opportunities. Appreciate scientificstudyandcreativity withinaglobalcontextthrough stimulating and

Group 4:Biology Group

analyse results and come to conclusions supported by thedata. analyse resultsandcometo conclusionssupported other Group4Sciences. outexperiments, Students areexpectedtodesignexperiments, carry Assessment,including10hoursonacollaborative projectwith Internal interdisciplinary hours of Standard Level studentshave tocomplete40hoursandHigherLevel studentshave tocomplete60 choice answer questions aswell andlonganswer asdata-based,short questions. two years:students areexaminedusingmultiple Assessmentstake placeattheendof External ASSESSMENT SYLLABUS OUTLINE thestaff. of expertise arefouroptional unitsavailable There depth. andthoseofferedwillbespecifictothe greater thework alreadycovered inthecoretopics butinamuch Higher Level work exploressome of additional thecourseisbuilt.The material provides asolidfoundationonwhich theremainderof material (Topics core Assessment.The 12-20), theoptionalunits(OptionsA-D)andInternal is splitintofourbasicsections:thesubjectspecificcore(Topics 1-11),theadditionalHigherLevel courseisofferedatboththeStandardLevel andHigherLevel. courseitself IBChemistry The The THE IBCHEMISTRY COURSE studyandemployment. pupilsforfurther as prepare study, fosterindependent Chemistry; practicalwork andresearch aswell of economic importance thesocialand andunderstandingof abstract andtheoreticalmaterial;increasetheirknowledge subject, theirabilitytosolve problemsandtheirpracticalinvestigative abilities;todealwith the andunderstandingof courseisdesignedtoincreasepupils’knowledge IBChemistry The biological andenvironmental sciences. isalsoapre-requisiteformanyothercoursesinhighereducation,such asmedicine, Chemistry ourlives. allmaterialsandisvitaltoaspectsof play inliving things. Infactitisthestudyof substances, whattheyaremadeof, how theyinteractandwhatrole isthestudyof Chemistry AIMS Topic 11 Topic 10/20 Topic 9/19 Topic 8/18 Topic 7/17 Topic 6/16 Topic 5/15 Topic 4/14 Topic 3/13 Topic 2/12 Topic 1 SL andHL

Measurement andanalysis Chemistry Organic Redox Processes Acids andBases Equilibrium Chemical Kinetics Energetics/Thermochemistry Chemical BondingandStructure Periodicity Atomic Structure Stoichiometric Relationships

Group 4:Chemistry Group

Option D Option C Option B Option A OPTIONS

Medicinal Chemistry Energy Biochemistry Materials

Group 4 : Chemistry Group 4 : Design Technology rjc,aclaoaiepeeo work donewithstudentsstudyingother sciences. Project, acollaborative piece of moderated,andtheGroup4 assessmentincludesthe DesignProject,which isexternally Internal threewrittenpapers. assessmentconsistsof External ASSESSMENT scientific approach topracticalinvestigative work. thecourseandisusedalongsidea of designcycleisattheheart ordesign.The technology these. courseassumesnopreviousexperienceineither The metal, plasticoracombinationof restrictions onmaterialtypeforthemajorprojectandstudentstendtowork intextiles, wood, thesyllabus. areno There apersonalDesignProjectwhichStudents undertake unifiesallaspectsof ADDITIONAL HIGHERLEVELTOPICS CORE TOPICS 4topics.further investigations. StandardLevel candidatesstudy6CoreTopics andHigherLevel candidatesstudya practicalandlab-based throughanumber of designarelearnt good theoreticalaspectsof The future. order tounderstandadvances madeinsocietyandtospeculatewhatmightbeachieved inthe inquiry, much like thescientificmethodisusedinScience. Studentsstudyscientificprinciplesin experimentalsciencesbecause thedesigncycleinvolves theDiplomaProgramme Group 4of tocreatenewproducts,technology techniques andsystems. DesignTechnology in sitscomfortably natureandtheaccumulated of knowledge Technology of reliesonthelaws andproperties priorities. in thesocial,technological, economicandenvironmental considerationsthataffectpeople’s introducing somethingnew. designerisinterestednotjustinthematerialenvironment butalso The eitherby modifyingwhatalreadyexistsorby intervention and planningforsomekindof aboutadesignopportunity, information gathering processingthatinformation, Design consistsof 9 8 7 6 5 4 3 2 1 Paper 3 Paper 2 Paper 1 10

Commercial production Innovation andmarkets Sustainability User centreddesign Classic design Raw materialtofinalproduction Materials Modelling Resource andsustainableproduction management Human factorsandergonomics

Tests inAdditionalHigherLevel knowledge topics. In sectionB, studentsanswer extended-responsequestions. questions. short-answer sectionAismadeupof remainderof The data. In sectionA,data-basedquestionsthatrequirestudents toanalyseagiven setof thecoretopics; Tests of knowledge thecoretopics. Students answer multiple-choice of questionsthattestknowledge

Group 4:DesignTechnologyGroup

emo the Lower Sixth. of term fieldwork taskstake Compulsory placeinthesummer which iscompletedintheautumnterm. 10hoursresearch orfieldwork, anindividual investigation of practicalcourseworkThe consistsof material issplitinto8topics;andtaughtonaCaseStudybasiswithaccompanyingnotes. issplitintotwo sections:thesubjectspecificcoreandpracticalcoursework. core The itself Environmental SystemsandSocietiescourseisonlyofferedatStandardLevel.The course The is notexcessive andpupilswillbetaughttotherequiredstandard. isrequiredbutthis mathematicalknowledge achievement. amountof Acertain equivalent level of Societies willhave aGCSEinGeography, Sciences, theSeparate AdditionalScienceoran It isassumedthateveryone comingintotheSixthForm tostudyEnvironmental Systemsand QUALIFICATIONS NECESSARY studyandemployment. pupilsforfurther prepare analyse environmental issues, study, foster independent practicalwork andresearch aswell as to coursewillalsoenablepupilstoapplytheknowledge, methodologiesandskillsgained The environment. environmental issuesandunderstandthathumansocietyisboth directly andindirectlylinked tothe controversial, plays theextenttowhich aroleinbothcausingandsolving technology culturalperspectives; pupilswillappreciatethatenvironmental issuesmay be thediversity of of on bothalocalandglobalscale, thatarerelevant intoday’s world. Itwill promotecriticalawareness theenvironmental issuesandprocesses, of thesocialandeconomicimportance understanding of Environmental and SystemsandSocietiescourseisdesignedtoincreasepupils’knowledge The AIMS and Law. courses inhighereducationsuch asGeography, Environmental Sciences, BusinessManagement forpupilswishingtostudy grounding those whoareinterestedintheenvironment. Itisagood coursewould suitableforthosewhoarenotstronginthenaturalsciencesor This beparticularly environmental issuesmay andculturalboundaries. becontroversial astheycrossgeographical therelationshipbetween theenvironment andsocietiesconsiders how the studyof 3(humanities). Itis 4(sciences)andthoseassociatedwithgroup associatedwithgroup knowledge subjectandcombinesthetechniques and Environmental SystemsandSocietyisatransdisciplinary THE SUBJECT Topic 8 Topic 7 Topic 6 Topic 5 Topic 4 Topic 3 Topic 2 Topic 1

Group 4:Environmental SystemsandSocieties Group

Human SystemsandResource Use Use andEnergy Climate Change Atmospheric Systems Soil Systems Water, Food ProductionSystemsandSociety Biodiversity andConservation Ecosystems andEcology Environmental Systems Foundations of

Group 4 : Environmental Systems and Societies Group 4 : Physics or fwork. It willbeapracticalinvestigation thatwillexploreinmore detail atopicthatyou are hours of thefinalmarkandshouldbeapproximately 10 Assessment(IA)isworth 20%of Internal The multiple choice, answer andextendedresponsequestions. short combination of area your finalmark.There thecoursewhich areworth 80%of examination papersattheendof 3 examinationsdonotcounttowardsinternal finalassessmentcomprisesof your finalmark.The You duringthecoursewithpastexaminationquestion.These willbeassessedatregularintervals ASSESSMENT topicsare: The functions,trigonometric working withanglesandplottinggraphs. equations, mathssoyou needtobeconfident inrearranging usingindices, using involve theuseof andsolvingproblemsinlessons. alongsidethetheory ManyproblemsinPhysics willgo This practicalwork over thecourse. Physics of isanexperimentalsciencesoyou willcompletearange IBCOURSE PHYSICS thesubjectmakes itexcellent formostworking preparation environments. nature of professionsbutthe practical,problemsolving relevant of inanarray only aretheskillslearned courses, degree thesubjectishighlyprizedinindustry. Not of As well asopeningdoorstoarange Physics. you like solvingpuzzles;you willlove tofindsolutions. andthenapplyyour learning If information teaches you tosolve problems. You andextracttheuseful toanalysedataanddiagrams willlearn ourworld. Morethananything,Physics and explanationsthatbuildafairlycompletepictureof in. Althoughtherewillalways beunanswered questions, topicby topicthiscoursedelivers methods Studying Physics atthislevel putsyou well onyour way tounderstandingtheUniverse thatwe live WHY STUDY PHYSICS? mechanical, schematic, computationsormathematical. todevelop may be “models”.These In ordertounderstandthesesystemsitisnecessary Universe itself!). (the large tothevery small(sub-atomicparticles) systemsfromthevery Physics isthestudyof WHAT ISPHYSICS? You willalsocompletetheGroup4Projectwhereyou willcollaborate withotherstudents. interested inthatislinked tothecourse. iswrittenupandsubmittedduring thecourse. This Topic 8 Topic 7 Topic 6 Topic 5 Topic 4 Topic 3 Topic 2 Topic 1 (SLandHL) Core

Energy production Energy Atomic, physics nuclear andparticle Circular motionandgravitation Electricity andmagnetism Waves physics Thermal Mechanics Measurements anduncertainties

Group 4:PhysicsGroup

Option D:Astrophysics (SLandHL) Topic 12 Topic 11 Topic 10 Topic 9 Additional higherlevel (HLonly)

Quantum andnuclear physics Electromagnetic induction Fields Wave phenomena

hours onacollaborative projectwithotherGroup4Sciencestudents. interdisciplinary experiments, alsoincludes10 by thedata.This analyseresultsandcometoconclusions supported out Assessment, wheretheyareexpectedtodesignexperiments,complete anInternal carry choice answer questions aswell andlonganswer asdata-based,short questions. Allstudentshave to two years:students areexaminedusingmultiple Assessmentstake placeattheendof External ASSESSMENT 7smallerextensionmodules.further two optionmodules. HigherLevel studentswillthencompletea supplemented by thestudyof boththeStandardLevel andthe HigherLevel coursewillstudythe6core modules Students of DISTINCTION BETWEENSTANDARD AND HIGHERLEVEL andleisureindustries.employment insports for asusefulpreparation fitnessandhealth,serves educationrelatedtosports higher orfurther forcoursesin Sports, preparation Exercise performance. andHealthScienceisagood sports courseischallenging yetrewardingThe andenablesstudentstoenhancetheirunderstandingof thetheory.fully support differentpracticalapplicationsinorderto Studentswillbeinvolvedperformance. inanumber of toapplyscientificprinciples andcriticallyanalysehuman andunderstandingnecessary knowledge andfieldsettings. toacquirethe investigations willprovide inbothlaboratory anopportunity This outpractical coreandoptiontopics, andcarry exercise andhealth.Studentswillcover of arange sports, and physiology, biomechanics, andnutrition, which psychology arestudiedinthecontextof anatomy Sports, ExerciseThe thetraditionaldisciplinesof andHealthSciencecourseincorporates PROGRAMME OFSTUDY competently. thistask tobeableperform knowledge athletic event, shouldbeequippedwiththenecessary the andexercise scientistwho, thesports of regardless theactivity. istheroleof This demands of thephysiological, biomechanical andpsychological analytically aftercarefulconsiderationof designshouldnotbelefttochance.programme Rather, itshouldbedesignedthoughtfullyand physical andmentaltrainingaccompanied by appropriatenutrition. Training of aprogramme of innateabilityorskillandthededicatedpursuit excellence istheresult of insport attainmentof The THE NATURE OFTHESUBJECT

• • Option Modules • • • • • • (HLandSL) Core Skill inSport Movement Analysis Systems Energy Exercise Physiology Anatomy scooyo Sport of Psychology Optimising physiological performance humanperformance of Measurement andevaluation Group 4 : Sports, Exercise andHealthScience 4:Sports, Group

31 • • • • • • • • • Additional HigherLevel (HLonly) Nutrition forsports, exercise andhealth Physical activity andhealth Exercise andimmunity Genetics andAthleticPerformance Skill AcquisitionandAnalysis Friction andDrag Fatigue EndocrineSystem The Anatomy Further

Group 4 : Sports, Exercise and Health Science Group 5 : Mathematics - Analysis and Approaches using topicstaken fromthecourse. areal-world situation assessmentwillinvolve internal The producingamathematicalmodelof them. research which interests assessmenttaskwillallow apieceof studentstoundertake internal The assessment Internal calculator paper. Calculatorswillbeallowed forPaper 2andPaper 3. intothetopicbeingassessed.Paper alittledeeper include questionswhich 1willbeanon- go questions)andasectionB(longquestions).Paper asectionA(short 3will papers willconsistof Mathematics: Analysisandapproaches HLwillbeassessedwiththree writtenpapers. firsttwo The assessment: External THE ASSESSMENT andnumerical approaches. theemphasisoncalculusandalgebraic, graphical option reflects content such asmathematicsitself, engineering,physical sciences, oreconomicsforexample. This ontostudysubjectswithsubstantialmathematics subjectisaimedatstudentswhowillgo This mathematicalproblemsolvingandgeneralization. those whoenjoy thethrillof technology. Studentswhotake Mathematics:Analysisandapproaches willbe without theuseof theseideas, withand willalsobefascinatedby exploringrealandabstractapplicationsof They skills inmathematicalthinking. mathematicalargumentsanddevelop strong of intheconstruction mathematics tobecomefluent offered atHigherLevel. optionisappropriateforstudentswhoenjoy This developing their 2019andis Mathematics: Analysisandapproaches inSeptember isanewcoursewhich started THE AIMS

Group 5 : Mathematics - Analysis andApproaches 5:Mathematics-Analysis Group General Points on the International Baccalaureate General Points ontheInternational

GroupGeneral 5 : Mathematics Points on the - ApplicationsInternational and Baccalaureate Interpretation

THE AIMS

Mathematics: Applications and interpretation is a new course which started in September 2019 and is closest in content and assessment to the previous Mathematical Studies course. It is available at both Standard Level and Higher Level. It is appropriate for students who are interested in developing their mathematics for describing our world and solving practical problems.

They will also be interested in harnessing the power of technology alongside exploring mathematical models. Students who take Mathematics: Applications and interpretation will be those who enjoy mathematics best when seen in a practical context.

This subject is aimed at students who will go on to study subjects such as social sciences, natural sciences, statistics, business, some economics, psychology, and design, for example. This option emphasises the applied nature of the subject, and also that interpretation of results in context is an important element of the subject.

DISTINCTION BETWEEN STANDARD AND HIGHER LEVEL

• All students will complete 120 hours of SL content and 30 hours of investigation, inquiry and problem-solving activities including completing the internal assessment.

• HL students will complete an additional 90 hours of Higher Level content.

THE ASSESSMENT

External assessment:

Mathematics: Applications and interpretation SL will be assessed with two written papers both of which will require the use of the technology in the form of a graphical calculator.

• Paper 1 will consist of short questions. • Paper 2 will consist of longer questions.

Mathematics: Applications and interpretation HL will be assessed in a similar way to the corresponding SL course on papers 1 and 2, but HL candidates will sit a third exam paper.

Internal assessment

The internal assessment task will be the same for both HL and SL and will be based on the current Mathematics SL and Mathematics HL exploration model which enables students to undertake a piece of research which interests them.

The internal assessment will involve producing a mathematical model of a real-world situation using topics taken from the course.

Group 5 : Mathematics - Applications and Interpretation

33 Group 6 : Music music’ and ‘The contemporary music-maker assessed. (HLonly)areinternally contemporary music’ and ‘The remainingunit(s)‘Experimentingwith ‘Exploring music incontext’and‘PresentingMusic’.The focuswithinthecourse, are two assessed.These areexternally thefourmainareasof Of ASSESSMENT music-making. as awhole. Itisinspiredby real-lifepracticesof thecourse themusical rolesof project thatdraws onthecompetencies, skillsandprocessesinallof music maker) toplanandcollaboratively which contemporary offersanopportunity (The createa Inthelatter, ajournal. HigherLevel studentscompleteanadditionalmodule of will beintheform Both StandardLevel andHigherLevel music studentsarerequiredtostudymusical this perception, DISTINCTION BETWEENSTANDARD ANDHIGHERLEVEL themusic courseatSLandHLaretoenablestudentsto: aimsof The THE AIMSOFCOURSE music frompersonal,localandglobalcontextsonwhich allwork isbased. variety of experimenting andpresenting. which encompassawide-ranging arefourAreasoninquiry There toapproach thecourseusingthreedistinctlenses,All studentsareencouraged exploring, your Diploma. of allows in theseactivities you aspart toparticipate music. IBMusic alltypesof thehighestqualityforfansof by anystandards:thereissomethingof offeredatKWC arevast opportunities performance ensembles. stylisticvariety The andnumber of individual lessons, concerts, recordingsessions, masterclasses, in competitionsandparticipation IB Musicispractical,creative andanalytical.You skillsthroughregular willdevelop performing whatishappeningaroundyou. more aware of and even tomanipulatetheiremotionsalmostwithoutbeingnoticed.To studymusic istobecome becomingpassive listeners; peoplewhoallow music towash over them also leaves of usindanger unprecedentedexposuretomusic musical canbeenriching sound.This but hearing somekindof whenyou lastspentaday without makes music moreubiquitousthanever before:askyourself humanbeingseverywhere. Today, thefundamentalcreative instinctsof technology Music isoneof THE COURSE

3 2 1 vlaeaddvlpciia esetvso hi w ui n h oko others.Evaluate anddevelop criticalperspectives ontheirown music andthework of others. expression,bothindividually andincollaborationwith practices, of conventions andforms musical Acquire, develop of andexperimentwithmusical competenciesthrough arange expression. practices, of conventions andforms musical contextsandmake linksto, andbetween, differentmusical of Explore arange

Group 6:Music Group

General Points onGroup the International 6 : Theatre Baccalaureate

This course demands practical, creative and communication skills in almost equal measure. It may be used as a stepping stone to further study in Drama, Theatre Studies and Performing Arts in Higher Education at Degree level. It is useful in building confidence and improving communication and presentation skills, which are needed for a wide range of careers. Such skills are sought after in many aspects of the business world, and a drama qualification at this level is seen as highly desirable by many employers.

WHO IS ABLE TO TAKE THIS COURSE?

There are no formal qualifications necessary other than those needed to enter the Sixth Form. It is important that you have a keen interest either in acting or in the visual and technical side of theatre and wish to develop your skills in some or all of these areas. It is very likely that you will have already participated in either the House Drama Festival or in a school production, either on stage or with stage management, lighting, etc. You must also be interested in going to the theatre to see plays performed, including those in the United Kingdom. Visits and workshops will be organised and attendance will be expected. Group 6 : Theatre WHAT WILL I LEARN ON THIS COURSE?

You will extend your ability to create drama and theatre, in either a performing or production role. You will also be required to write about drama and to develop your powers of analysis to become an informed critic. The course will involve working together as a group in order to take part in drama productions, as well as studying plays and playwrights. You will gain knowledge of the major developments and techniques in the theatrical history of more than one culture and will have the opportunity to learn some of the practical design skills of costume, make-up, props, set, lighting and sound effects.

DISTINCTION BETWEEN STANDARD AND HIGHER LEVEL

All students will have to complete a Director’s Notebook, a Research presentation and a Collaborative project involving the whole Theatre group, which is all the marked according to the same criteria but Higher Level students will also be expected to complete a Solo Theatre Piece.

ASSESSMENT

1 Solo Theatre Piece (externally assessed) HL ONLY - 35% • 4 - 8 minute video of their Solo Performance • 3000 word report and a list of Sources

2 Director’s Notebook (externally assessed) SL – 35% HL - 20% • 20 page Notebook of their final directorial intentions of an unfamiliar published play and the impact of these on an audience • List of Sources

3 Research Presentation (externally assessed) SL - 30% HL – 20% • Individual 15 minute Video Presentation • List of Sources

4 Collaborative Project (internally assessed) SL - 35% HL – 25% • Original piece of theatre lasting 13-15 minutes for a specific target audience • 4 minute Video recording with justification • 15 page Process portfolio and a list of Sources

35 Group 6 : Visual Arts rationale (700words maximum). communication. Studentssubmit8-11 pieceswithexhibitiontextforeach, alongwithacuratorial materials, ideasandpracticesappropriatetovisual theuseof course andanunderstanding of theirtechnical accomplishmentduringthevisualarts selectedpiecesshould show evidence of The Exhibition: forms. least threedifferentart-making during thetwo-year course. Studentssubmit13-25screens. submittedwork The shouldbeinat activities visualarts avariety of experimentation, exploration,manipulationandrefinement of portfolio: Process screens). examined(3-5 theart/artists which their work andpracticeshave by anyof beeninfluenced overartists, withcommentary 10-15screens. ontheextentto Studentsalsosubmitareflection differing culturalcontexts. Studentscompareatleast3differentartworks, by atleast2 different criticalandcontextual investigationindependent exploresartworks, from objectsandartefacts Comparative study: ASSESSMENT studyandshouldbeusedtodocument: thetwo yearsof istheirown recordof This journal. thecoursestudentsatbothSLandHLarerequiredtomaintainavisualarts Throughout THE VISUAL ARTS JOURNAL: forms. least threeart-making with atleasttwo forms. HLstudentsshould,asaminimum, experienceworking art-making withat forms. SLstudentsshould,asaminimum, makingandconceptual experienceworkingdifferent art communicate withapotentialviewer. Studentsareexpectedtoexperienceworking withavariety of how theirresolved works resolved works considerationof andtodemonstrateadeeper bodyof toproducealarger media,techniques andforms. HLstudentsareencouraged art-making withadditional depth andforthemtoexperiment ingreater by exposuretootherartists influenced onhowand learning. theirown assessmenttasksrequireHLstudentstoreflect work The hasbeen intheteaching depth additional assessmentrequirementsatHLthatallow forbreadthandgreater syllabusdemonstratesacleardistinctionbetween thecourseatSLandHL,with visualarts The DISTINCTION BETWEENSTANDARD ANDHIGHERLEVEL subjectsaretoenablestudentsto: the arts visualculture. aimsof The makers andconsumersof around them,becomingcriticallyinformed studentsdevelop anappreciationfortheexpressiveVisual arts andaestheticdiversity intheworld THE AIMS • • • 4 3 2 1 • General Points on the International Baccalaureate General Points ontheInternational Their responsestofirst-handobservations.Their Personal reflections. Experiments withmediaandtechnologies. skillsandtechniques. art-making developmentThe of acrosstime, place andcultures. thearts Explore andvalue thediversity of thearts. Understand thedynamicandchanging natureof reflective andcriticalpractitionersinthearts. Become informed, withthearts.Enjoy lifelongengagement External 20% External Suet umtfrassmn eeto fresolved artworks fromtheirexhibition. Studentssubmitforassessment aselectionof

Studentssubmitcarefullyselectedmaterials, which evidencetheir Studentsanalyseandcomparedifferentartworks by different artists. This

Group 6:VisualGroup Arts Internal 40% Internal

External 40% External

FREQUENTLY ASKED QUESTIONS

1 Is the IB a lot of work? Yes, but it is manageable and certainly worth it. It requires a little more effort than three ‘A’ levels but it offers much more in return and it lays the foundation for a life- time of learning.

2 Is it only for an academic elite? No, not at all. An IB student needs to be motivated and organised but the required score for the award of the Diploma (24 points out of 45) is very manageable. The entrance requirement for the Sixth Form is 6 GCSEs at grade C and above (including English and Maths) with grade Bs in any subject the student wishes to do at higher level. Our experience shows that this is quite sufficient for success in the IB.

3 How is it examined? The IB exams take place at the end of the Upper Sixth. All subjects also have an Internal Assessment (coursework) component accounting for at least 20% of the marks. Practical subjects such as Theatre and Visual Arts are exclusively assessed through Internal Assessment and have no exams at all.

4 Do universities like it? Yes, absolutely. Universities like its breadth and they value the skills IB students acquire through such components as the Extended Essay. All UK universities and leading universities throughout the world actively recruit IB students and the latest research shows that IB students perform significantly better than other students

achieving better degrees and being more likely to pursue post-graduate study. Questions Frequently Asked

IB schools have evolved into one of the most innovative models for forward-looking education, developing students who can think for themselves and work with others, and who are open to the world and to the future. Andreas Schleicher, Director for education and skills, OECD

We regard the IB as one of the best qualifications. Progression from IB Diploma students is very good indeed. Richard Broom, City University

Those who are coming in with the International Baccalaureate do better in firsts and 2:1s than the average, by about 6%, and no IB student has yet dropped out of university. We think that is worth noting. Professor Steve Smith, Vice-Chancellor, University of Exeter

IB is well known to us for excellent preparations. Success in an IB programme correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma Programme on the transcript. Marilyn McGrath Lewis, Director of Undergraduate Admissions, Harvard University

If we are hesitating about making an offer at all, we would be more likely to make an offer to an IB student than an A-level student. Dr Geoff Parks, Chief Admissions Officer, Cambridge University

37 A Student’s View The perfect opportunities for me to prove to myself that theatre iswhereIshouldbeandthesupport thattheatre tomyself formetoprove opportunities The perfect people all around the world which theworld All those aspectsmakehowfortunate willlastforlife. people allaround merealise parts of the world. I have been then able to develop so many different skills and I feel thatthishas skillsandIfeel beenthenable somanydifferent Ihave todevelop theworld. of parts kind and enthusiastic. Boarding taught me so much about living inacommunity,kind andenthusiastic.Boardingtaughtmesomuchaboutliving IloveColbourne I have had the opportunity to meet so many amazing people - students, teachers lecturers - from all people-students,from teacherslecturers tomeetsomanyamazing hadtheopportunity I have school is the feeling of support andcamaraderie, support which isplentiful.Iwillmissmanythingswhen I of school isthefeeling The amazing lectures that we have had the opportunity togoandthewiderangethattheyoffer. hadtheopportunity have thatwe lectures The amazing perfectly set me up for life atuniversity, setmeupforlife perfectly which gotanywhereelseontheisland. have Ijustwouldn't idn rdet f rpst h motneo findingwhat passionateabout.The truly you are of graphstotheimportance finding gradientsof I've loved my time at College, especially in the sixth form. My greatest memories come from school memoriescomefrom timeatCollege, Mygreatest I've lovedmy especiallyinthesixthform. Having been with the College since the first day of Buchan; by engaging in sporting, musicaland Buchan;byengaging insporting, beenwiththeCollegeHaving sincethefirstdayof dramatical events I feel that I have truly experienced everything that King William's hastooffer. thatKingWilliam's experiencedeverything truly thatIhave Ifeel dramatical events The last two years have been an unforgettable experience. The School is not big but people are so experience.TheSchoolisnotbigbutpeopleare years beenanunforgettable The lasttwo have and all the boarders and I will always leave a place in my heart forthem.This hasbeenthebest heart and alltheboardersIwillalways aplaceinmy leave Africa, considerably improving my English, my butmostimportantly,Africa, considerably madeconnectionswith improving Ihave events suchastheEpiphanydinner, inthegirlsboardinghouse.Thebestthingabout events andliving university, I'm greatly thankful to my teachers and tutors that have allowed me to have suchan metohave allowed teachersand tutorsthathave university, thankfultomy I'mgreatly In thepast3years, playingrugby, I'veaccomplishedsomuchfrom doinganexchange inSouth hplsriew a ytesals erwsoeo themostbeautifulmemoriesIwillalways hadbythesealastyear we was oneof chapel service Being astudentatKingWilliam’s of thecharm College hastaughtmesomanythings-from Along with making friends and memories that will remain with me in life duringandafter withmeinlife Along withmakingfriendsandmemoriesthatwillremain oebc o nyoc a prcae h es fcommunity, Icouldunderstoodthe come back to. thesenseof OnlyonceIhadappreciated As you can see, I will greatly miss college and I'm sad it will only be 2 years of my life. my As you misscollege cansee, andI'msaditwillonlybe2years Iwillgreatly of importance of being individual and following my ownpath. andfollowingmy beingindividual of importance ev,btms f l ilms h es fcommunity. allIwillmissthesenseof leave, butmostof I have had from the department and my great tutor. great andmy thedepartment hadfrom I have I have beenandIcan’tI have thankKWCenough. A STUDENT’SVIEW enjoyable andmemorable time. experience in my life! life! experience inmy Stephanie Charlie Yisong Nadia Theo Lucy 38

GeneralUNIVERSITY Points on the DESTINATIONS International Baccalaureate 2020

BIMM Institute Songwriting and Music Production Ecole Polytechnique (Paris) Bachelor of Science Hartpury University Sport and Business Management IFA (Paris) Fashion King’s College London English Literature Liverpool John Moores Business Management London School of Economics Law Newcastle University Architecture Newcastle University Biomedical Sciences Northumbria University International Relations and Politics Paris College of Art Foundation Year Queen Mary University (Malta) Medicine Queen Mary University of London Politics and International Relations Sheffield Hallam University Digital Media Production The Hague University of Applied Sciences Communications and Multimedia Design University College Isle of Man Sports Coaching University of Bristol Medicine University of Buckingham Psychology with Business Management University of Durham English Literature University Destinations 2020 University University of East Anglia Business Management University of Edinburgh Business Management University of Edinburgh Classical Studies University of Exeter Law University of Kent Military History University of Leeds Art and Design University of Liverpool Bioveterinary Sciences University of Liverpool Business Management University of Liverpool International Business University of Liverpool Physiotherapy University of Nottingham International Relations University of Oxford (St Hugh’s College) Psychology and Linguistics University of Rochester (USA) General Studies University of St Andrews Geography University of Southampton Marine Biology University of the Arts London Architecture University of the West of England Aerospace Engineering University of York, Environment Ecology and Economics Varna (Bulgaria) Dentistry

39 If you require more information please contact:

ALASDAIR ULYETT IB Co-ordinator King William’s College, Castletown, Isle of Man, IM9 1TP Tel: +44 (0) 1624 820125 Email: [email protected] www.kwc.im