We are very pleased to present our Sixth Form Information Guide which includes detailed information about course and subject offers at BISC. It aims to give both parents and students a complete picture of life in the Sixth Form at The British International School, Cairo. 

Academic standards are high within the BISC Sixth Form, based on the intellectually demanding and fulfilling IB Diploma Programme.  This document gives an overview of the IB Diploma Programme as well as a number of additional elements of the Sixth Form here at BISC.

SECTION 1: Sixth Form setup at BISC

SECTION 2: The IB Diploma, covering the six groups of subjects in detail, along with the core elements of the programme and the IB Learner Profile.

Our Sixth Form students are given the freedom to achieve personal success and every support is given when they need it. Close guidance is given by the Sixth Form team consisting of subject teachers, tutors and Heads of Years. Specialist careers and higher education support is given to students and parents to support them in making the right choice of course, in selecting the best degree courses, assisting students to find internships, and composing effective university applications. 

We hope this guide, together with a set of workshops and options’ guidance interviews, will enable you, as parents and students, to make informed choices for the future. 

BEHAVIOR AND CONDUCT ENTRY REQUIREMENTS 

Students will be permitted to enter and study in the BISC Sixth Form if they meet all of the following expectations in their time in Year 10 and 11. The time period of assessment for entry is Years 10 and 11. 

• Have lower than 3x the average number of Areas For Improvement for the Year group. For example, if the average number of AFI’s for the Year group is 10 then a student with 31 AFI’s would not be allowed to enter the 6th form. 
• Have lower than 3x the average number of removals from lessons. 
• Have lower than 3x the average number of lates to school and to lessons. 
• Have no more than one instance of serious academic dishonesty on their school record. Serious academic dishonesty would include the submission of work which is found not to be their own for external assessment. An example of this would be plagiarised or copied Geography coursework at IGCSE. 
• Have met the high standard of academic behaviour and integrity expected of all students at BISC. 

ACADEMIC ENTRY REQUIREMENTS 

Entry to Sixth Form is based on the below requirements:

- A minimum of 6 GCSE grades at Level 6. 

 - A minimum Level 5 grade in English and Mathematics.

Upon acceptance to the Sixth Form all students will be required to sign the BISC Sixth Form Code of Conduct which will assure the school that the students will act in a responsible and professional manner and act as role models for the younger students at BISC. 

Note:

For academic year 2023/24, the school will provide some leeway with the above requirements on a case by case basis. Students who do not achieve these requirements but have a good behaviour and attendance record may be considered. This exception is in place for the academic year 2023/24 due to the impact of COVID-19 protocols. 

In all cases, a minimum of six Level 5 grades (C Grade) is the absolute minimum requirement. Students with GCSE grades of this calibre are likely to struggle at IB level but the school will support them as much as possible.

Pastoral Care

There is a pastoral support structure based, in the first instance, around the Form Tutor. Every day there is a meeting between the Form Tutor and the Form; a ten-minute registration period is scheduled for the beginning of the day. It must be stressed that this is seen as an important contact period and parents are urged to ensure that all pupils are in the building in good time so as to attend registration at 8:00 am. 

The majority of teachers have been assigned to a tutor group and are in close contact with that group. This leads to a monitoring of progress, both academic and social, within the confines of the pupils' peer group. 

Communication

The table below outlines who parents should contact in case of concerns about their child: 

The tutor is responsible for the overall welfare of the pupil, and has an overview of their academic and social progress at school. She/he is the link person between the parent and the school. 

Parents will receive regular reports on students’ progress and there are scheduled Parents’ Days where you have the opportunity to discuss progress with the Form Tutor, subject teachers and the Head of Year. 

Sixth Form Code of Conduct  

In order to provide consistent, fair and transparent support for all of our learners in the 6th Form BISC has produced the following Code of Conduct for 6th Form students. 

All students should strive to demonstrate the aspects of the IB Learner Profile, a guiding principle to conduct and behaviour in the school. All students should strive to be: 

As a Sixth Form Student at BISC you are expected to meet the following criteria: 

Attendance and Punctuality 

• Students are required to be present 90% or more of the time. Failure to do so will mean you are not allowed to attend the school graduation at the end of Year 13.
• Attendance in lessons is mandatory for all but the most exceptional circumstances. 
• Have lower than 2x the average number of lates to school and to lessons. 

Behaviour 

• At the end of each term behaviour is reviewed in terms of the number of AFI’s and suspensions- students must:  
• Have lower than 3x the average number of Areas For Improvement for the Year group. For example if the average number of AFI’s for the Year group is 10 then a student with 31 AFI’s may be asked to leave the 6th Form. 
• Have lower than 3x the average number of removals from lessons. 

Academic Commitment: 

• Students are expected to maintain a high standard of academic effort and excellence and demonstrate that they have made progress in most if not all subjects. 
• Deadlines are to be met by all students in line with all teacher requests. This includes the careers department. 

Relationships with Teachers: 

• Students and teachers alike should aim to treat each other with respect and humility. 
• Aggressive and confrontational behaviour is not acceptable from teachers to students and from students to teachers. 

Academic Honesty: 

• Students are to meet the regulations of the IBO with regards to plagiarism and honesty regarding the submission of work. All work must be the students own. 

Uniforms: 

• Students are expected to meet the requirements of the school uniform policy. 

Safety: 

• Students must act in a safe and responsible manner whilst in school. 

Sixth Form Dress Code

The dress code for the Sixth Form is clean, smart casual, such as would be worn by good quality business people. All boys must be clean shaven with hair no longer than collar length. Hair should not be dyed in a fashion which attracts attention; this applies to both genders. 

Parents are asked to support the school in ensuring that students are appropriately attired at all times. 

Dress Code for Young Men

Dress Code for Young Women

General

Student Support

At BISC, we aim to support every student to achieve their full potential. We offer a range of support strategies for students in the Sixth Form, including: 

• Support sessions after school 
• Coursework clinics 
• Weekend workshops 
• Supervised study 

Details of these events will be published in the Bulletin and also emailed to students in advance. A detailed coursework map will also be produced to ensure that students and parents are aware of all upcoming deadlines. 

TUTOR TIME

Students will register every morning with their tutor where they will receive notices and messages. 

STUDENT LEADERSHIP TEAM

Student leadership team consists of Head Students, House Captains and Anti-Bullying Ambassadors. 

During the first term of Year 12, all students in Year 12 are invited to apply for positions of responsibility. We have the following positions available: 

• Head Students, leading the student council and student body.
• House Captains, leading the school House system and House charities.
• Anti-Bullying Ambassadors, leading the schools anti-bullying program.

Selection process for the leadership position vary according to the post. This will be communicated to students nearer the time. Students must apply in writing for their post, along with a teacher reference; factors such as attendance, punctuality, behaviour and effort will be looked at along with the application when choosing students for particular roles. 

Student leaders have a number of important roles within the school, these are dependent upon the role but all include acting as ambassadors at relevant school functions. They are expected to set the very highest of standards at all times. 

CO-CURRICULAR ACTIVITIES 

Sixth Form students have access to a wide range of extra-curricular activities, most of which will enable them to gain the necessary hours of experience for CAS and the International Award.

Activities on offer at BISC include:

• INJAZ – students set up and run their own business 
• Model United Nations – Y12 prepare to represent the school at a prestigious conference overseas 
• Academic support and mentoring 
• Sports – including volleyball, football, rugby and basketball 
• Classroom based activities
• Junior School classroom support

A list of activities will be published at the start of each term and students sign up for the activity of their choice. However, students should ensure that they do not commit to too many activities, at the expense of their academic studies.

APPLYING TO UNIVERSITIES AND COLLEGES WORLDWIDE 

Each country has its own individual entrance system for Higher Education and some universities and colleges have their own entry system. However, the IB Diploma Programme is recognised internationally and students should generally find that their IB Diploma Programme and subject grades are easily understood by different universities and colleges. For the BISC Careers and Higher Education procedures, please see the BISC Sixth Form website. 

Director of Careers & Higher Education 

United Kingdom 

The United Kingdom’s university entrance system, UCAS, is a central organisation through which applications are processed for entry into higher education. The UCAS application system converts Diploma Programme scores into a points system known as tariff points. Tariff points are used to compare qualifications from educational systems within the UK and around the world. 

Competitive universities will still ask for specific total points in the Diploma and in Higher Level subjects. For example, a BISC student received an offer from the London School of Economics to read International Relations of 37 points with 6 points in each Higher Level subjects. Offers for BISC students have ranged from 34 (Warwick), 35 to 38 for competitive London universities such as the London School of Economics, and 42 for Oxbridge. For competitive and popular courses, such as Law and Medicine, students should expect high offers. 

For courses in Engineering, students may expect a conditional offer from 32-35 points with Higher Level 6s in Mathematics and Physics. For Civil Engineering students may expect a conditional offer with Higher Level Mathematics and a Science. 

For courses in Biology, Biomedical Sciences and Medicine students may expect a conditional offer which includes Higher Level Chemistry. 

Students applying to Oxford or Cambridge (Oxbridge) are offered support with test preparation and practice interviews. The OxBridge/Medicine candidates are strongly advised to work on their personal statement during the summer holidays so they have a good first draft before commencing the Year 13. The OxBridge candidates are also supported for entry test requirements. 

Students should also be aware that some subjects, such as Law, Psychology and Mathematics, may also require additional tests. Details of these tests are usually found on university websites. 

United States 

In the United States the IB Diploma is highly recognised for entry into higher education but a much greater emphasis is placed on school transcript grades, SAT I, SAT II and ACT scores and extracurricular activities. There are over 3,000 universities and colleges with only 500 that use the Common Application. The Common App, as it is informally known, is an undergraduate college admission application system which allows applicants to submit and track components of their applications. The BridgeU software is synced with student’s Common App accounts and the careers department shares the academic documents with US institutes via BridgeU. 

Students wishing to study in the United States are encouraged to attend IB or other Educational Summer programmes in the US, in July and August and to begin preparation for SAT or ACT tests in May/June of Year 12. Currently due to COVID-19 pandemic, many US institutes are ACT/SAT optional including some IVY League universities such as Harvard. It is strongly recommended to check universities of your choice before booking the ACT/SAT tests as it consumes lots of preparation time on top of IBDP commitments. 

Other Countries 

Students wishing to apply to universities and colleges in other countries including Canada, Europe, Russia, Egypt, Far East Asia or the Middle East will be offered additional information and support with their applications. 

Advice and Guidance 

The school’s Director of Careers and Higher Education, will help students to navigate their way through the university entrance process. 

Students in Year 12 will begin to investigate university courses towards the middle of the second term and they will be supported throughout the process until applications are completed in the first term of Year 13. The school also offers a post-results service to students and continued support in making career decisions and the transition to further education and employment. 

The International Baccalaureate (IB) Diploma Programme is a comprehensive and rigorous two-year curriculum, leading to examinations, for students aged between sixteen and nineteen. Based on the pattern of no single country, it is a deliberate compromise between the specialisation required in some national systems and the breadth preferred in others. The general objectives of the IB are to provide students with a balanced education; to facilitate geographic and cultural mobility; and to promote international understanding through a shared academic experience. In the thirty years since its founding the IB Diploma has become a symbol of academic integrity and intellectual promise. The student who satisfies its demands demonstrates a strong commitment to learning, both in terms of the mastery of subject content and in the development of the skills and discipline necessary for success in a competitive world. Colleges and universities are well served by encouraging the enrolment of these able young scholars. 

The IB Learner Profile, which follows on the next page, is the ethos at the heart of the programme and provides a framework for all subjects within the curriculum. 

THE INTERNATIONAL BACCALAUREATE MISSION STATEMENT:

THE IB LEARNER PROFILE 

The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. 

IB learners strive to be: 

The IB Diploma Programme curriculum consists of six subject groups: 

All IB Diploma candidates are required to study one subject from each of the groups, apart from Group 6. A sixth subject may be selected from Group 6, Groups 3 or Group 4, depending on the option blocks. At least three and not more than four of the six subjects are taken at Higher Level, the others at Standard Level. Higher Level courses offer greater depth and subject specialisation than Standard Level courses. Students should make the choice of Higher or Standard Level courses based upon their university plans. 

You should note there are additional requirements at BISC to facilitate the blocking of subjects: 

• You can only study 1 language option from Group 2
• You cannot study both HL English & HL Maths
• You cannot study Physics and Biology together

THE CORE ELEMENTS 

Awarding of the Diploma also depends on the satisfactory completion of three additional core requirements: the Extended Essay of some 4,000 words which provides experience of individual research; a course entitled Theory of Knowledge (ToK) which explores relationships among the various disciplines and ensures that students engage in critical reflection and analysis of the knowledge acquired within and beyond the classroom; and the compulsory participation in CAS (Creativity, Activity and Service) – extra-curricular, community service activities. 

Students receive two lessons of ToK each week. In addition, time is set aside for CAS based activities and initiatives to be run within the school community. The Extended Essay is completed independently, but all students are assigned a teacher who offers guidance on their chosen area of interest. 

AWARD OF THE DIPLOMA 

Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum) and an additional three points are available for combined performance in Theory of Knowledge and the Extended Essay. Therefore, the maximum score possible is 45. The award of the Diploma requires a minimum total of 24 points and to pass a student must aim to score 4 points or more in each subject; completion of the CAS component is also a condition for the award of the Diploma. If a student scores less than 12 points in their Higher Level subjects, or less than 9 points in their Standard Level subjects, the Diploma will not be awarded. 

If a student achieves an E grade in either ToK or the Extended Essay, they will have to achieve 28 points to pass the Diploma. An E grade in both components is a failing condition. 

Each subject requires students to complete an internal assessment, much as they did at GCSE level. The format of the internal assessment varies from subject to subject and more information can be found in the course descriptions later on in the handbook. An internal assessment map is drawn up in discussion with Heads of Department to ensure that the workload is spread as evenly as possible throughout the course. 

Approximately 80% of all Diploma candidates worldwide earn the Diploma, with an average score of 30 points. Students who do not satisfy the requirements of the full programme are awarded a certificate for the examinations completed. To date, over 98% of BISC candidates have been awarded a full Diploma. 

Our successes over the last few years:

ACADEMIC HONESTY 

Academic honesty is a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. It is influenced and shaped by a variety of factors including peer pressure, culture, parental expectations, role-modelling and taught skills. 

Academic honesty is an integral part of school life and it is important that students become familiar with the educational and moral standards upon which academic honesty is based. It is the responsibility of all members of our community to create and maintain an ethos where academic honesty is the norm and practices relating to referencing and citing sources are an essential part of working life. Students will be taught the skills and values to allow them to succeed and develop appropriate working practices. Malpractice, plagiarism, collusion and duplication of work are not tolerated at BISC. They are unacceptable in work which is internally marked, class work and homework, and in work which is externally assessed by the IBO and the UK examination boards.

GUIDANCE FOR STUDENTS

We recognise at BISC that making curriculum choices can be a difficult time for students. Many students have a clear idea of what subjects they would wish to study at IB. However, it is perfectly normal and expected for students not to be sure at this stage of their studies. 

The Options Process at BISC is designed to be a staged and supported process. Students will be encouraged to discuss, debate and re-consider all possibilities. The school’s Careers Advisor, teachers, the current Head of Year and tutors, the Deputy Head and the IB Coordinator will support students. Of course, it is essential that students also discuss their options with their parents. 

The Options Process is staged: 

1. A Presentation Assembly for students and parents in January. This is an introductory talk for the BISC cohort. We will explain what IBDP  means, the subjects offered at BISC and some important deadlines. 
2. Mr Raza will arrange for a Careers interview in February, and we encourage parents to attend.
3. There will be a “roadshow” presentation to both students and parents in March
4. There is a Parent-Teacher conference in March before final choices are made.
5. Of course, during this period, we encourage students to talk to their teachers, and seek as much advice as possible before committing to their options. 

All option forms must be completed online by mid-March. Your tutor will email final details and how and when to complete the online form. Students should, if they have opted for subjects within the blocks, get their first choice, but we will contact them should there be any problems. 

SUBJECTS OFFERED – ADVICE FOR STUDENTS 

It is imperative that you make choices within these options blocks (The Options Form follows the end of this section). Do not choose two subjects from the same box. This curriculum design has been generated to allow flexibility, choice and to meet the needs of a variety of students (as well as university requirements). Please note the entry requirements for each subject. It is also important to note that certain subjects may not be offered if student numbers are not viable. 

Please note that students studying SL Biology, Chemistry or Physics must attend all 6 lessons of the subject, along with the HL students. Students who opt for HL Mathematics may be asked to begin the course by studying 4 HL subjects, as this course is particularly demanding. 

Languages
In Years 12 and 13, pupils must select to study a modern foreign language as part of the IB Diploma. 

BISC offers the following languages at IB level: 

• Arabic B (Higher and Standard Level) (This course is not suitable for students who have studied IGCSE Arabic) 
• French B (Higher and Standard Level) 
• French or Spanish ab initio (beginner’s course - Standard Level only)
• Spanish B (Higher and Standard Level)

Please see individual subject descriptions for further details.

Exceptionally, and at the discretion of the Deputy Head (Academic), pupils may be entered privately for their own mother tongue languages. However, the following must be noted: 

• Such entries are subject to supplementary fees, as agreed with the private tutors. 
• Such entries will depend on parents securing a well-qualified tutor. 
• For IB students, such tuition may be arranged to occur at home out of school hours. 

• Such tuition can only occur on the school site, at a time, which fits with the students’
  timetable commitments, if the tutor has been DBS cleared. 

MAKING YOUR CHOICES 

1. It is important that you discuss these options with your tutor and your parents. A Careers Interview will be scheduled for you soon.
2. Please refer to the Sixth Form options booklet for further details and entry criteria for all subjects. Remember for entry to do IB course, you MUST have at least six Level 6 grades (new GCSE grading) or more. You must also meet the individual subject entry requirements.
3. For IB, select one subject from each of the first three blocks (Mathematics, English, and Languages). 
4. Select one science (Biology, Chemistry, Physics or Computer Science)
5. Select one subject from a choice of Business Management, Economics, Geography, History or Psychology.
6. Select Visual Arts or Music or any subject from a block where you have not already selected a subject. 
7. Check that you have selected 3 Higher Level subjects and 3 Standard Level subjects.
8. Option Choices will have to be made in March. Your tutor will inform you of details about how these choices can be made online. 

Why study English?

English at BISC is not only important academically, but is essential for developing a life-long enjoyment of literature and encouraging students to become independent critical readers. The IB Literature course will introduce students to ideas and experiences that offer a deeper appreciation of the social, cultural and political world we live in.

Course Overview

Unit 1: Time and Space

This area of exploration focuses on the idea that language is a social capacity and as such is intertwined with community, culture and history. Students will examine how cultural conditions can affect language and how these conditions are a product of language. Students will also consider the ways culture and identity influence reception. Students will investigate ways in which texts may represent, and be understood from a variety of cultural and historical perspectives. 

Unit 2: Intertextuality

This area of exploration focuses on the concerns of intertextuality, or the connections between and among media, text and audience involving diverse traditions and ideas. It focuses on the comparative study of texts so that students may gain a deeper appreciation of both unique characteristics of individual texts and complex systems of connection. Throughout the course, students will be able to see similarities and differences among diverse texts. 

Unit 3: Readers, Writers and Texts

This area introduces students to the nature of language and literature and its study. The investigation undertaken involves close attention to the details of texts in a variety of types and literary forms so that students learn about the choices made by creators and the ways in which meaning is communicated through words, images, and sound.

Option 1: Language and Literature SL (4 texts plus a range of non-fiction and media)

Assessment:

Paper 1: Guided textual analysis (1 hours 15 minutes)

The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students write an analysis of each of the passages. (35 marks = 35% of grade)

Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question students write a comparative essay based on two works studied in the course. (35 marks = 35% of grade)

Individual Oral (15 minutes): Supported by an extract from both one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (30 marks = 30% of grade)

Option 2: Language and Literature HL (6 texts plus a range of non-fiction and media)

Assessment:

Paper 1: Guided textual analysis (2 hours 15 minutes)

The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students write an analysis of each of the passages. (40 marks = 35% of grade)

Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question students write a comparative essay based on two works studied in the course. (30 marks = 25% of grade)

HL Essay: Students submit a 1200-1500 word essay on one non-literary text or a collection of non-literary texts by one same author, or a literary text or work studied during the course. (20 marks =20% of grade) 

Individual Oral (15 minutes): Supported by an extract from both one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (40 marks = 20% of grade)

Option 3: Literature SL (9 texts)

Assessment:

Paper 1: Guided textual analysis (1 hours 15 minutes)

The paper consists of two literary passages, from two different literary forms, each accompanied by a question. Students write an analysis of each of the passages. (20 marks = 35% of grade)

Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question students write a comparative essay based on two works studied in the course. (30 marks = 35% of grade)

Individual Oral (15 minutes): Supported by an extract from both one text originally written in English and one translated text, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (30 marks = 30% of grade)

Option 4: Literature HL (13 texts)

Assessment:

Paper 1: Guided textual analysis (2 hours 15 minutes)

The paper consists of two passages from two different literary forms, each accompanied by a question. Students write an analysis of each of the passages. (40 marks = 35% of grade)

Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question students write a comparative essay based on two works studied in the course. (30 marks = 25% of grade)

HL Essay: Students submit a 1200-1500 word essay on one literary text studied during the course. (20 marks = 20% of grade) 

Individual Oral (15 minutes): Supported by an extract from both one text originally written in English and one translated text, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (30 marks = 20% of grade)

Key Skills for all five options:

Candidates will be expected to REFLECT critically on their reading and develop:

• An ability to engage in independent literary criticism, showing a personal response where appropriate.
• An ability to express ideas clearly and precisely both in written and oral communication.
• A thorough knowledge and appreciation of the works studied.
• An appreciation of the similarities and differences between works studied.
• An appreciation of the literary devices and techniques used by authors.
• And ability to structure a well-planned and consistently argued response.
  
  

Entry Requirements

For an HL English option, you must score at least a 6 in both of your iGCSEs. If you would prefer to complete an SL English option, you really need at least a 4 in both of your iGCSEs.

Whether you elect to study at Higher or Standard Level bring along:

• An open mind
• A sense of adventure
• Curiosity
• A hunger to learn!

The ab initio course is designed for beginners who wish to study a new language over a 2 year period.

Why study a foreign language?

Learning a foreign language will enable students to interact in a new cultural and linguistic context in order to function in a society different from their own, which is an asset in our multicultural society. Knowing a different language will not only demonstrate the student’s ability to express himself/herself in an everyday context in a foreign language but will also demonstrate an awareness and appreciation of other people and other cultures.

The Aim of the Course

The course is designed to give students the tools to communicate in speech and in writing in order to deal with familiar everyday situations. Students will also develop their cultural awareness of the country where the language is spoken by studying aspects of the culture which relate to them.

The Language ab initio Course

This is a new syllabus, with the first examinations in May 2020. The themes studied are:

There are five assessment objectives for the language Ab initio course and students will be assessed on their ability to:

• Communicate clearly and effectively in a range of contexts and for a variety of purposes
• Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences.
• Understand and use language to express and respond to a range of ideas with accuracy and fluency.
• Identify, organise and present ideas on a range of topics
• Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. ideas 

Structure of the course

Key skills

• As well as developing their linguistic knowledge further, students will:
• Develop their listening skills and memory.
• Develop their reading skills (understanding general information and also details).
• Produce short oral presentations
• Produce short descriptions, expressing a variety of opinions.

The Language B course is designed for students who have already studied the language at GCSE level and want to perfect their knowledge of the language while exploring the culture connected to that language. The Language B course focuses on language acquisition and intercultural understanding.

Why Study a Foreign Language?

Studying a foreign language is very important nowadays and is an asset for the future; the world is becoming more and more interdependent and new technologies are erasing borders. Learning a different language will not only demonstrate the student’s ability to express himself/herself in an everyday context in a foreign language but will also demonstrate an awareness and appreciation of other people and other cultures.

The Aim of the Course

The course is designed to give students the tools to communicate in speech and in writing in order to deal with familiar and practical situations. Students will be given the chance to discuss general current affairs and, in particular, issues related to the country where the language is spoken. Students will also develop their cultural awareness.

At Higher Level, students will be given an insight into the literature of the country where the language is spoken in order to appreciate the subtleties of the language further.

The Language B Course

The themes studied are:

• Identities: to explore the nature of the self and what it is to be human (lifestyles, health and wellbeing, beliefs and values, subcultures, language and identity) 
• Experiences:  to explore and tell the stories of the events, experiences and journeys that shape our lives (leisure activities, holidays and travel, life stories, rites of passage, customs and traditions, migration)
• Human ingenuity: to explore the ways in which human creativity and innovation affect our world (entertainment, artistic expressions, communication and media, technology, scientific innovation)  
• Social organisation: to explore the ways in which groups of people organise themselves or are organised through common systems or interests (social relationships, community, social engagement, education, the working world, law and order) 
• Sharing the planet: to explore the challenges and opportunities faced by individuals and communities in the modern world (the environment, human rights, peace and conflict, equality, globalisation, ethics, urban and rural environment)

At Higher Level, students read two works of literature.

There are six assessment objectives for the language B course and students will be assessed on their ability to:

1. Communicate clearly and effectively in a range of contexts and for a variety of purposes
2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences.
3. Understand and use language to express and respond to a range of ideas with accuracy and fluency.
4. Identify, organise and present ideas on a range of topics
5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. ideas 
6. Understand and use works of literature written in the target language (HL only).

Standard Level (SL)

Higher Level (HL)

Key skills

As well as developing their linguistic knowledge further, students will:

• Develop their listening skills and memory.
• Develop their analytical skills to produce oral presentation but also essays, speeches, etc. 
• Read articles and texts to extract main ideas and specific details.
• Use the context and their general knowledge to further understand a text.
• Use their creativity to produce stories and non-guided essays.

Entry requirements

It is recommended that students wishing to study language B have a minimum of a level 6 grade at IGCSE level in the language they wish to study further, and a level 8 grade for Higher Level.

Students who sit Arabic IGCSE as a first language in Y11 are not eligible to take Arabic B in the IB Diploma.

An aspiration of the DP business management course is to help students build a holistic and integrated understanding of how the business world operates. For this, three building blocks are needed: concepts, contexts and content. The intention is that students and teachers discuss issues businesses face through the lens of change, creativity, ethics and sustainability as a natural part of learning. Conceptual questions emerge from, are motivated by, and can be responded to, through rigorous and in-depth work with business management tools, techniques and theories applied to case studies and examples.

Business management studies business functions, management process and decision-making in contemporary contexts of strategic uncertainty. It examines how business decisions are influenced by internal and external factors to an organisation, and how these decisions impact upon its stakeholders, both internally and externally. Business management also explores how individuals and groups interact within an organisation, how they may be successfully managed and how they can ethically optimise the use of resources in a world with increasing scarcity and concern for sustainability. 

The course is designed to develop students' knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organisations from all sectors, as well as the socio-cultural and economic contexts in which those organisations operate. 

Aims of the Course

The aims of the business management course at HL and SL are to:-

• Encourage a holistic view of the world of business.
• Empower students to think critically and strategically about individual and organisational behaviour.
• Promote the importance of exploring business issues from different cultural perspectives.
• Enable the students to appreciate the nature and significance of change in a local, regional and global context.
• Promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organisations.
• Develop an understanding of the importance of innovation in a business environment.
  
  

Syllabus Outline

The curriculum model for DP business management is a core curriculum for HL and SL consisting of five obligatory units with common content and learning outcomes. In addition to the core, HL students are expected to complete extension areas of study in all five units, adding depth and breadth to the course:

Unit 1: Business Organisation and Environment

Unit 2: Human Resource Management

Unit 3: Finance and Accounts

Unit 4: Marketing

Unit 5: Operations Management

Standard Level (SL) 

Higher Level (HL)

Student Perspective

“Have you ever looked at a business and asked yourself how are they so successful? Why is it that Apple is worth 3 trillion dollars and how are they able to continue to sell more and more phones every year? In truth, Business Management is a subject that can give a multifaceted perspective on how businesses function. In Business Management I have learned everything from how businesses motivate their employees, the marketing strategies used to increase sales, how to increase profitability and even understanding the basic process in starting a business. These are important skills that I have used in my everyday life; as part of my IA I was able to help a business increase their employee motivation and efficiency through using new motivational tactics, and I use the finance chapter of the course to understand the stock market better, reading and creating certain documents such as balance sheets, profit and loss accounts or cash flow forecasts.

“I specifically enjoyed learning about marketing tactics like guerilla marketing that use creativity and unconventional means to advertise a product or service, such as T-mobile having a flash mob in Liverpool.

Ultimately, we will all either work for or run a business. Whether you will be an entrepreneur, an employee, a manager, a CEO or even an investor, IB business management equips you with the knowledge and expertise to achieve your goals.”

Mahmoud Zaki

Why study Economics?

Why are some countries rich and others poor? Why do stock markets go through periods of rapid rise and abrupt falls? Why are highly skilled workers paid more than their unskilled counterparts? Why are some industries more profitable than others? Why can companies with monopoly power earn supernormal profits in the short and the long run? Economics tries to answer these questions and many more. We learn about the reasons behind everyday experiences like unemployment, inflation, economic growth and interest rates. Recent events like Covid-19 have ravaged entire economies, disrupted supply chains and thrown millions of people out of work and into poverty, yet the super-rich got richer during this period, including creating more billionaires than ever before. We can make sense of all these events by looking at them through the lens of economics.    

Students make a wise choice by selecting to study Economics at IB level. It is an academically rigorous subject only offered in its fullest form by the top universities. A major recent survey of UK graduates taken eleven years after graduation (when students were in their early thirties) found economics graduates to be, on average, the highest earners - more than law and more than medicine!

The IB Economics Course

The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. The IB Diploma Programme Economics course emphasises the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum - rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.

The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values.

Course topics:

• Foundations of economics
• Microeconomics
• Macroeconomics
• The global economy
  

All students study these topics; HL students study extension themes in each topic.  

The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at local, national and international levels. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.

Standard Level (SL)

Higher Level (HL) 

Entry requirements

Economics is an academically demanding subject. Students who wish to opt for this course should have a minimum of a B in GCSE Mathematics and in GCSE English. For eligibility into higher level Economics, you should have at least an A in Mathematics.

Student Perspectives

“Compared to Business, IB Economics is more analytical and math heavy and definitely plays to the strengths of those skilled at Maths, but is also not too difficult as to discourage those who aren’t. Personally, what I struggled most with was keeping up with course content as it is never a good idea to leave all your revision to the last minute. One of my favorite things about the course, as opposed to most classes, is that it teaches you how to think rather than what to think; problem solving is a key component and definitely makes the course much more exciting. 

 “The concepts covered in IB Economics like inflation and behavioral economics help you make sense of the world around you. Being able to identify how global events will either directly or indirectly affect you is an important step in growing up. One of the many things I hear people say in school is “how will knowing this ever help me in life?” and  IB Economics is one of the only classes where I can honestly say I never doubted its usefulness.”

Mahmoud Abouzeid

 “Having grown up surrounded by a lot of economic and political change, I naturally had a lot of questions about the events taking place around me. My choice of Economics at IB has really helped answer a lot of those questions and it enabled me to form my opinions on them. In fact, after a year and a half of taking economics, I had moved to the other side of the political spectrum!

 “I take Economics as an HL subject which means there are a few topics that are covered in more depth than at SL, it also means that there is an extra paper. Although the Paper 3 can seem daunting because it requires some mathematical application, the mathematical knowledge needed isn’t complex – ultimately, it’s plugging numbers into formulae and calculating areas of shapes on graphs. Most people tend to do better in this paper and it ends up serving as a grade booster. I’d never taken Economics prior to IB but I haven’t felt like I struggled as a result of that at all. Given that you pay attention in class and study efficiently, you’ll be in for a great 2 years.” 

Mariam El Naggar

 “I have been an IB economics student for almost two years now and can confidently speak about my experience and engagement with the subject. From learning about the individual roles of business proprietors and households in an economy through Microeconomics to looking at an economy through a larger lens in Macroeconomics, the  exposure I received in this course has broadened my general frame of interpretation. Whether it was planning for my TOK essay or writing my Personal Statement, this new framework carried across several of my other IB courses and university applications. 

And while economic theories may sometimes seem mundane, the integration of real examples in the course, such as the OPEC cartel, brings it all to life. I found myself referring to news outlets on a weekly basis to look for new IA articles or examples to use in exams. I truly believe that IB Economics afforded me the opportunity to become more aware of contemporary global issues, which also helped me to incorporate them in my university application process.”

Adam Elsayyad

“With an in-depth understanding of this course, you will acquire many skills such as communication, time management, problem solving and enhancing your cognitive thinking. If I could go back in time, if I had someone telling me more about this subject and if I had known what to expect out of this course, at your age, I would’ve definitely taken the opportunity.”

Danya Aljawhary

Why study Geography?

Geography students develop a detailed understanding of the physical and social processes that shape our planet.  It is a subject that appeals to a broad range of interests and engages students with current affairs and the issues affecting the world around them, such as globalisation, immigration, climate change and sustainable development.  As Michael Palin famously said “Geography students hold the key to solving the world’s problems”.

Within ‘Individuals and Societies’ subjects, Geography is distinctive in its spatial dimension and occupies a middle ground between social or human sciences and natural sciences. The Diploma Programme Geography course integrates physical, environmental and human geography, and ensures that students acquire elements of both socio-economic and scientific methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop life skills and have an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

Geography is excellent preparation for further education and Geography graduates go on to be successful in a wide variety of careers from environmental consultants to urban planners, careers in international relations, transport, tourism and journalism, among others. With their wide range of transferable skills, Geography graduates also attract employers from the business, law and finance sectors and are among the top most employable graduates from universities.

The IB Geography Course

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

• develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales
• develop a critical awareness and consider complexity thinking in the context of the nexus of

geographic issues, including:

• acquiring an in-depth understanding of how geographic issues have been shaped by powerful human and physical processes
• synthesizing diverse geographic knowledge in order to form viewpoints about how these issues could be resolved
• understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.

Fieldwork

A suitable area for a piece of fieldwork sufficient to satisfy the Internal Assessment requirements will be chosen for Geography, that fulfills IB and school policies on trips at this time. Trips will immerse students in an environment where they can glean enough information for them to be able to complete the 2,500 word fieldwork report.

Key skills

As well as gaining geographical knowledge, students will acquire a range of  skills.  These skills include:

• Interpreting, analysing and, when appropriate, constructing tables, graphs, diagrams, cartographic material and images.
• Undertaking statistical calculations to show patterns and summarising information.
• Researching, processing and interpreting data and information.
• Collecting and selecting relevant geographic information.
• Producing written material (including essays, reports and investigations).
  
  

Standard Level (SL)

Higher Level (HL)

Entry requirements

Students do not need to have studied Geography previously in order to take this course but it is advisable for non-geographers to attempt only Standard Level.   However, it is recommended that students wishing to study Higher Level have a minimum of a grade 7 at IGCSE level, as much of the material covered at IGCSE level is explored in greater depth at IB.  

Student Perspectives

“IB Geography helps you understand both human and physical aspects of the world. It is a very interesting course as it allows you to fully comprehend global issues, such as climate change and forced migration. The topics you learn in IB Geography can be applied to all of your subjects to gain a deeper understanding of them.  Overall, IB Geography is a very relevant and useful course since it helps you understand the world around you.”

Josefina Gayan

 "Studying Geography at IB,  especially at Higher Level, where you learn about globalisation and global interactions, makes you very aware about current events in the world and how countries work and interact.  I have learnt much more about politics and how it helps shape our world"

Khadiga Kandil 

Why study History?

“How do you know who you are unless you know where you’ve come from? How can you tell what’s going to happen, unless you know what’s happened before? History isn’t just about the past. It’s about why we are who we are –  and about what’s next.” Tony Robinson, Actor and Television Presenter.

History is the study of real people living real lives and experiencing real situations. It helps us to understand the world today, people around us and also those from different backgrounds and cultures.

History challenges us to form solidly based arguments and to share our opinions with confidence, all crucial skills in the modern world and workplace.

History has consistently remained a relevant and well respected subject that is recognised by leading universities and employers throughout the world. The Russell Group, which represents the 24 leading UK universities, classifies History as a ‘facilitating subject’. These are the academic subjects most commonly required or preferred by universities to access a range of degree courses.

The knowledge, analytical and evaluative skills developed in History are applicable in a vast range of jobs and History graduates have entered into all kinds of careers. History is a subject that can be used for entry into the fields of law, civil service, politics, diplomacy, journalism, teaching, computer science and management of all descriptions.

Aims and Objectives

The aims of the History course at Higher and Standard Level are to promote:

• The acquisition and understanding of historical knowledge in breadth and in depth and across different cultures.
• A developing appreciation and understanding of History as a discipline, including the ability to balance different interpretations of primary sources, understanding of contrasting historical methods and the skill of arguing a point of view consistently and convincingly.
• International awareness and understanding by promoting empathy with, and understanding of, people living in diverse places at different times.
• A better understanding of the present through interpretation of the past.
• A lasting interest in reading History.

Subject Skills

Students will develop the following skills and be able to:

• Demonstrate historical understanding through the acquisition, selection and effective use of knowledge. 
• Present clear, concise, relevant well sustained arguments.
• Evaluate, interpret and use source material critically as historical evidence.
• Identify and evaluate different approaches to, and interpretations of, historical events and topics.
• Explain the causes and effects of historical continuity and change.
  

The IB History course

This course follows on logically from the IGCSE studies of 20th Century History. IB students can draw on their IGCSE History as background information, but this is not essential. Standard Level students take Papers 1 and 2 and complete the Internal Assessment. Higher Level students also take Paper 3. An outline of the course follows:

Standard Level (SL)

Higher Level (HL)

Entry requirements

We welcome any student with an interest in the subject and a good grade in IGCSE English, whether they have completed a History IGCSE or not.  However, it is advisable for students who have not studied History before to attempt Standard Level only. Students interested in Higher Level should have a minimum of a grade 8 at IGCSE History.  

Why Study Psychology?

Since the psychology course examines the interaction of biological, cognitive and sociocultural influences on human behaviour, it is well placed in group 3, individuals and societies. Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied. This will allow them to have a greater understanding of themselves and appreciate the diversity of human behaviour. 

The IB Psychology Course

The holistic approach reflected in the curriculum, which sees biological, cognitive and sociocultural analysis being taught in an integrated way ensures that students are able to develop an understanding of what all humans share, as well as the immense diversity of influences on human behaviour and mental processes. The ethical concerns raised by the methodology and application of psychological research are also key considerations of the IB psychology course.

Structure of the course

• The course is available at higher level (HL) and standard level (SL).
• The minimum prescribed number of hours is 240 for HL and 150 for SL.
• Students are assessed both internally and externally.
• External assessment for SL students consists of two written papers. For HL students there are three written papers.
• Internal assessment for SL and HL students is to write a report of a simple experimental study conducted by the student. This is internally marked by subject teachers and then externally moderated by IB examiner

Part one: Core - SL and HL

• The biological level of analysis
• Animal Studies - HL only
• The cognitive level of analysis
• Cognitive processing in a technological (digital/modern) world- HL only
• The sociocultural level of analysis
• The influence of globalization on individual behaviour- HL only

Part Two: Options - SL(1 Option)  and HL (2 Options)

• Abnormal psychology
• Developmental psychology
• Health psychology
• Psychology of human relationships

Part Three: Research methodology  SL and HL

• Quantitative research in psychology
• Qualitative research in psychology - HL only

Part Four: Simple experimental study - SL and HL

• Introduction to experimental research methodology

Standard Level (SL)

Higher Level (HL)

A new Biology course will be designed and delivered to the class of 2025.This document will therefore be updated in due course. Largely the content will remain the same but the structure of the course will be different. 

Why study Biology?

Over the last 30 years Biology has undergone an enormous expansion, rivaled only by the growth in computers and information technology. It covers everything from studies of the details of chemical reactions within cells to studies of the interactions between organisms and their environments in entire ecosystems. The fastest growing area of Biology has come from our increasing understanding of DNA, leading to biotechnology, cloning, genetic engineering and a host of applications with enormous implications of a social, ethical and economic nature. At the other end of the scale it has become apparent that an understanding of ecology is vital for the continuing health of the planet and for the quality of life for future generations. Biology is therefore a subject for anyone interested in acquiring knowledge and understanding of the processes which shape and control life on Earth

The IB Biology Course

The IB Biology programme at BISC aims to:

• Provide opportunities for scientific study and creativity within global contexts, which stimulate and challenge students.
• Provide a body of knowledge and methods / techniques which characterise science and technology.
  Develop an ability to analyse, evaluate and synthesise scientific information.
  Develop experimental and investigative scientific skills with an emphasis on collaboration and communication.
• Raise awareness of the moral / ethical, social, economic and environmental implications of using science and technology and its limitations.

The syllabus for the Diploma Programme Biology course is divided into three parts: the core, the Advanced Higher Level material and the options. A syllabus overview is provided below.

Core Topics - 95 hrs (SL and HL)

Topic 1: Cell Biology, 15hrs

Topic 2: Molecular biology, 21hrs

Topic 3: Genetics, 15hrs

Topic 4: Ecology, 12hrs

Topic 5: Evolution and biodiversity, 12hrs

Topic 6: Human physiology, 20hrs

Options - 15 hrs (SL) / 25hrs (HL)

Students are required to study any one option from A–D. The option is formally taught in class.

Option A: Neurobiology and behaviour

Option B: Biotechnology and bioinformatics

Option D: Ecology and conservation 

Option D: Human physiology

Standard Level (SL)

3 lessons of teaching per week

Higher Level (HL)

4 lessons of teaching per week

Coursework Criteria

Entry Requirements

Students must have studied GCSE Biology previously in order to take this course or Double Award Science:

Entry to Higher Level Biology - Students must have a minimum of a level 8 grade in Biology or Double Award Science.

Entry to Standard Level Biology - Students must have a minimum of a level 6 grade in Biology or Double Award Science.

A Student’s Perspective

"Biology is the study of life and the course deals with the understanding of living organisms and attempts to understand the living world. The subject covers a variety of topics on a wide scale; Biology could be perceived as the study of complex metabolic reactions or the study of large ecosystems consequently the course consists of a myriad of different topics concerning the study of life. The areas of the course that I found particularly interesting is the topic of Molecular Biology. This topic helped me further my knowledge of macromolecules that I had acquired in GCSE significantly. One of the challenges that I had faced quite early on is the amount of specific contextual knowledge that you need to learn, however I found that if you consistently revisit the content that you have learned regularly it makes it easier to revise for a test as you will have the majority of the content understood already.

This subject is very important to me because I am quite fascinated and interested in life and specifically, human life and how we have evolved as a species and how technology has evolved and can develop to help us understand the history of human life and how species lived and behaved in the past. For the majority of students, Biology is chosen if you are interested in the health sector, however Biology could lead you into many other careers involving genetics, engineering and as technology is advancing there are many more courses that involve using technology and Biology for research in the medical field."

Madiha Al Noor

A new Chemistry course will be designed and delivered to the class of 2025. This document will therefore be updated in due course. Largely the content will remain the same but the structure of the course will be different. 

Why study IB Chemistry?

Chemistry is the central science. Chemical principles underpin the physical environment in which we live, and all biological systems. As such the subject has two main roles in the curriculum. It is a subject worthy of study in its own right as a general preparation for employment or further study, and it is a specific prerequisite for many other courses in higher education such as: medicine; biological, environmental and material sciences; chemical and mechanical engineering and opens the door to state of the art programmes of study in fields such as nanotechnology and biotechnology. 

The IB Chemistry Course 

It is in this context that the Chemistry programme aims to:

• Provide opportunities for scientific study and creativity within global contexts, which stimulate and challenge students.
• Provide a body of knowledge and methodical techniques which characterise science and technology. 
• Develop an ability to analyse, evaluate and interpret scientific information
• Develop experimental and investigative scientific skills, with an emphasis on collaboration and communication.
• Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology and its limitations in all regions of the world.

The syllabus for the Diploma Programme chemistry course is divided into three parts: the core, the Advanced Higher Level material and the options. 

Core Topics - 95hrs (SL and HL)

Topic 1: Quantitative chemistry, 13.5hrs

Topic 2: Atomic structure, 6hrs

Topic 3: Periodicity, 6hrs

Topic 4: Bonding, 13.5hrs

Topic 5: Energetics, 9hrs

Topic 6: Kinetics, 7hrs

Topic 7: Equilibrium, 4.5hrs

Topic 8: Acids and bases, 6.5hrs

Topic 9: Oxidation and reduction, 8hrs

Topic 10: Organic chemistry, 11hrs

Topic 11: Measurement and data processing 10hrs

Options - 15 hrs (SL) / 25hrs (HL)

Students are required to study any one option from A–D. The option is formally taught in class.

Option A: Materials

Option B: Biochemistry 

Option C: Energy

Option D: Medicinal chemistry

Standard Level (SL)

3 lessons of teaching per week

Higher Level (HL)

4 lessons of teaching per week

Coursework Criteria

Entry Requirements

Students must have studied GCSE Chemistry or Double Award Science.

Entry to Higher Level Chemistry - Students must have a minimum of a level 8 grade in Chemistry or Double Award Science. 

Entry to Standard Level Chemistry - Students must have a minimum of a level 6 grade in Chemistry or Double Award Science.

A Student’s Perspective

"Chemistry is a science that involves a lot of practical work and has many overlaps in Biology as well as Physics. The course includes the fundamental and essential areas of chemistry which were touched on in the GCSE Chemistry Course however the IB allows us to go into a far greater deal of detail and understand these areas thoroughly. Furthermore, the option choices part of the course allows us to be able to study extensively, a specific category in Chemistry that we are interested in. One of the challenges that I have faced whilst studying this course is the amount of detail that we study the subject in and although at times it would be hard to understand a concept the first time around but over time the more you read, the more you practice, the easier it gets for you to wrap your head around new concepts.

I believe that this subject is very important because chemistry is everywhere; from digestion in the human body to the combustion of crude oil. Chemistry is a very useful science to pick if you are unsure of what you may want to do in the future as it pairs well with any of the other natural sciences. Chemistry alone is a very interesting subject as you practice many skills that prove to be useful in your future, however it is also commonly paired with the other natural sciences. Some careers in which Chemistry is crucial is Medicine or any other career in the Health Sector; Chemistry could also prove to be quite useful in certain types of engineering."

Madiha Al Noor

A new Computer Science course will be designed and delivered to the class of 2025. This document will therefore be updated in due course. Largely the content will remain the same but the structure of the course will be different. 

Why study Computer Science?

Computer Science suits students who are interested in learning about object-oriented programming, and the latest innovation in computer problem solving and development of new languages. The UK’s Department of Employment projects that seven of the ten fastest growing occupations over the next 10 years will be in the information technology field. Computer Science can enhance your ability to think creatively and logically, and also strengthen your planning, teamwork and leadership skills through group projects.

The IB Computer Science Course

Computer Science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate.

The Diploma Programme Computer Science course is engaging, accessible, inspiring and rigorous. It has the following characteristics.

• Draws on a wide spectrum of knowledge.
• Enables and empowers innovation, exploration and the acquisition of further knowledge.
• Interacts with and influences cultures, society and how individuals and societies behave.
• Raises ethical issues.
• Is underpinned by computational thinking.

Computational thinking involves the ability to:

• Think procedurally, logically, concurrently, abstractly, recursively and think ahead.
• Utilise 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 the student will develop computational solutions. This will involve the ability to:

• Identify a problem or unanswered question.
• Design, prototype and test a proposed solution.
• Liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

Computer Science has links with subjects outside of Group 4, notably Information Technology in a Global Society (ITGS), but it should be noted that there are clear differences between the subjects.

Core syllabus content

The topics that must be studied, including some practical work, are:

Topic 1: System fundamentals (20 hours)

Topic 2: Computer organisation (6 hours)

Topic 3: Networks (9 hours)

Topic 4: Computational thinking, problem-solving and programming (45 hours)

HL Extension

The topics that must be studied, including some practical work, are:

Topic 5: Abstract data structures (23 hours)

Topic 6: Resource management (8 hours)

Topic 7: Control (14 hours)

Assessment

The following tables show the approximate percentage weighting in a typical examination session for each of the assessment objectives across each of the components. This may differ from the allocation of time devoted to each of the assessment objectives in class.

Standard Level (SL)

4 single lessons of teaching per week

Higher Level (HL)

6 single lessons of teaching per week

Entry requirements

Students who wish to opt for this course should have a grade 6 in GCSE Mathematics and a minimum of a grade 6 in GCSE English. For HL Computer Science, a grade 7 or above in Mathematics is required.

A new Physics course will be designed and delivered to the class of 2025. This document will therefore be updated in due course. Largely the content will remain the same but the structure of the course will be different. 

Why study Physics?

Physics seeks to explain the universe itself, from the very smallest particles—quarks — to the vast distances between galaxies. 

The scientific processes carried out by the most eminent scientists in the past are the same ones followed by working physicists today, and are also accessible to our students at BISC. Theory and experiment complement one another naturally. The Diploma Programme Physics course allows students to develop traditional practical skills and techniques, as well as interpersonal skills, and information and communication technology skills which are essential in modern scientific endeavour and are important life-enhancing, transferable skills in their own right. 

The IB Physics Course

The Physics programme aims to:

• Develop an ability to analyse, evaluate and synthesise scientific information.
• Develop experimental and investigative scientific skills with an emphasis on collaboration and communication.
• Provide opportunities for scientific study and creativity within global contexts, which stimulate and challenge students.
• Provide a body of knowledge with methods and techniques which characterise science and technology.
• Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology and its limitations.
• Use new computer technology to aid with scientific analysis.

The syllabus for the Diploma Programme chemistry course is divided into three parts: the core, the Advanced Higher Level material and the options. 

Core Topics - 95hrs (SL and HL)

Topic 1: Measurement and uncertainties 5hrs

Topic 2: Mechanics 22hrs

Topic 3: Thermal physics 11hrs

Topic 4: Waves 15hrs

Topic 5: Electricity and magnetism 15hrs

Topic 6: Circular motion and gravitation 5hrs

Topic 7: Atomic and nuclear physics 14hrs

Topic 8: Energy production 8hrs

Options - 15 hrs (SL) / 25hrs (HL)

Students at HL and SL are required to study any one option from A–D. The option is formally taught in class.

Option A: Relativity

Option B: Engineering Physics

Option C: Imaging 

Option D: Astrophysics

Standard Level (SL)

3 lessons of teaching per week

Higher Level (HL)

4 lessons of teaching per week

Coursework Criteria

Entry Requirement

Students must have studied GCSE Physics or Double Award Science previously in order to take this course:

Entry to Higher Level Physics - Students must have a minimum of a grade 8 in Physics or Double Award Science. 

Entry to Standard Level Physics - Students must have a minimum of a grade 6 in Physics or Double Award Science.

A Student Perspective

"Physics is a very challenging but rewarding subject. The course content varies from gcse revisited in the form of Newtonian physics to new names in that of Kirchoff. Once you start this course you will begin to see the physics behind everyday life and develop a more methodical view of the world. Moreover physics will prove handy in the future as countless courses (such as civil engineering and accountancy) appreciate its ability to mould a problem solving mind. The same goes for future employers as they value the physicists' mental processes. Whether you want to go into engineering of any sort or into financial studies on any scale, physics is the way to go!"

Mourad Galal

Overview

Mathematics is a tool we use to understand and interpret our world. It is the language used to describe patterns and solve quantitative problems in fields ranging from art and graphic design to science and engineering. It also develops creativity and higher order thinking skills. Because the level of mathematical thinking and problem solving needed in the workplace and in the world continues to increase, those who understand mathematics will have opportunities others do not.

At BISC we have developed Mathematics courses aligned with the IB Mathematics subject requirements, which aim for the best preparation for the IB examinations as well as the acquisition of a well-balanced Mathematics Learner profile.

Key skills developed in the Mathematics IB Courses

• Know and use mathematical concepts and principles.
• Read, interpret and solve a given problem using appropriate mathematical terms. 
• Organise and present information and data in tabular, graphical and/or diagrammatic forms. 
• Know and use appropriate notation and terminology.
• Formulate a mathematical argument and communicate it clearly. 
• Select and use appropriate mathematical strategies and techniques.
• Demonstrate an understanding of both the significance and the reasonableness of results.
• Recognise patterns and structures in a variety of situations, and make generalisations.
• Recognise and demonstrate an understanding of the practical applications of mathematics.
• Use appropriate technological devices as mathematical tools.
• Demonstrate an understanding of and the use of mathematical modelling.
  
  

There are two Mathematics courses at IB and each can be studied at Standard Level or Higher Level:

• Mathematics: Applications and Interpretation (SL & HL)

• Mathematics: Analysis and Approaches (SL & HL)

Mathematics: Applications and Interpretation (SL & HL)

Why study Mathematics: Applications and Interpretation?

This course is designed for students who enjoy describing the real world and solving practical problems using mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical models and enjoy the more practical side of mathematics.

The difference between the SL (150 hours) and HL (240 hours) courses are given in detail below in the Contents of each course. Essentially, the SL course is a subset of the HL course - students studying HL study 90 more hours of more challenging content. The emphasis for both courses is on the use of mathematics, rather than its theoretical underpinning. 

Entry Requirement: Applications and Interpretation - SL

Grade 5 at IGCSE Mathematics

Entry Requirement: Applications and Interpretation - HL

Grade 9 at IGCSE Mathematics

Mathematics: Analysis and Approaches (SL & HL) 

Why study Mathematics: Analysis and Approaches?

This course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content; it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology.

The difference between the SL (150 hours) and HL (240 hours) courses are given in detail below in the Contents of each course. Essentially, the SL course is a subset of the HL course - students studying HL study 90 more hours of more challenging content. The emphasis for both courses is on the theoretical underpinnings of Mathematics as well as the use of Mathematics in the wider world.

Entry Requirement: Analysis and Approaches - SL

Grade 8 at IGCSE Mathematics

Entry Requirement: Analysis and Approaches - HL

Grade 9 at IGCSE Mathematics and Grade 7 in IGCSE Further Pure.

A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through such a study of music we learn to hear relationships of pitch in sound, pattern in rhythm and unfolding sonic structures. Through participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. 

The Diploma Programme music course provides an appropriate foundation for further study in music at university level or in music career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers. This course also provides all students with the opportunity to engage in the world of music as lifelong participants.

HL or SL

Both standard level (SL) and higher level (HL) music students are required to study musical perception. All students therefore submit a musical links investigation and also respond to a listening examination paper. In the latter, HL students are required to answer a further two questions. 

SL students in music are required to choose one of two options:

• SL creating (SLC)
• SL solo performing (SLS)

HL students are required to present both creating and solo performing.

Standard Level (SL)

Higher Level (HL)

Prior Musical Experience

While prior music experience is not mandatory at SL, it is recommended that students can play a musical instrument to grade 4 standard or above. At HL it is strongly recommended that students have completed GCSE or IGCSE Music and perform to at least grade 6 standard or above on one musical instrument.

Introduction

This course is a new exciting opportunity for students to develop their aesthetic, imaginative, and expressive abilities through practical studio work as well as in-depth investigation and critical analysis. Within a thematic structure, students will have the opportunity to develop their sensitivity and appreciation of the visual world by investigating social, cultural, and contextual references and differences. They will explore a variety of materials and processes, analysing stylistic and conceptual approaches, investigate past, present and emerging forms of visual arts, and develop their own ideas into a series of solutions stemming from personal and creative visual inquiry.

 “There are painters who transform the sun to a yellow spot, but there are others who with the help of their art and their intelligence transform a yellow spot into sun.” Pablo Picasso

Course content

Year 12

In the first term, students take part in a series of workshops designed to build on GCSE level work and provide students with a greater range of skills to develop their own work. These sessions include, still life drawing, abstraction methods, sculptural processes and lessons on how to write detailed analysis and comparisons of artists' work. Students then select their personal theme and start developing their own work in response to personal starting points.  Students are encouraged to work to their strengths and can work in any media including drawings, paintings, prints, sculptures, collages, graphic design, photography, digital artwork, textiles or mixed media techniques. 

Year 13 

To have a great art show, your work should show artistic growth and improvement from the beginning of the course. Art making improves with practice, so you are expected to devote extra time to learning the skills you want to acquire. In addition to artistic growth, your art should be meaningful, and speak of subjects important to you. Many students find it easier to choose subjects for their art when they focus on a theme or related theme. It is also a good idea to work in a variety of media. This will demonstrate that you are willing to research and learn new methods for making art. Your art must be original and this is best done by being thoughtful and willing to pursue your own artistic direction. To attain at the highest level a portion of your work should be conceptual. 

Sixth Form Art Room

During scheduled class time, you will use one of the Sixth Form Art Studios, facilities and equipment. You are also encouraged to use the art room during free periods and lunch hours. However, much of your work will be done on your own time outside of school at home. For this reason, you should collect a range of art supplies that support the art that you want to make, and/or skills you want to perfect.

Key Skills Required

• Divergent and independent thinking.
• Self-awareness.
• Environmental awareness.
• Multi-cultural awareness.
• Understanding of the significance of broad critical analysis of artworks, ancient and modern, to inform the decision making process. 
• Problem solving abilities.
• Sense of humour.
• Creative manipulation of both 2 and 3 dimensional media.
• Confidence to make informed statements about their own work and that of others.

“I am always doing that which I cannot do, in order that I may learn how to do it." Pablo Picasso

Entry Requirements

Whilst not essential it is highly recommended that students should have studied and achieved well at GCSE Art & Design before embarking on the IB Visual Art course. Students should have a good dose of

• Commitment
• Motivation
• Persistence
• Independence
• Creativity

Why study Theatre?

Theatre is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively.

The IB Diploma Programme theatre course is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasises the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists.

Students experience the course from contrasting artistic perspectives. They learn to apply research and theory to inform and to contextualise their work. The theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre— as participants and audience members—they gain a richer understanding of themselves, their community and the world.

Through the study of theatre, students become aware of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes and their modes of presentation. It enables students to discover and engage with different forms of theatre across time, place and culture and promotes international-mindedness.

Assessment

In practical terms, the Diploma Programme translates into the timetable below:

Students who opt to study Biology, Chemistry or Physics at Standard Level also attend the Higher Level lessons in these subjects as much of the common Higher and Standard core material has to be covered before students can study the optional themes.  

Students who opt to study Higher Level Mathematics may be asked to begin the course by studying 4 Higher Level subjects as this course is a challenging one and students may not find that it is suitable for them.  For students in this position, their progress will be reviewed after the January exams in Year 12, where they may drop one Higher Level subject down to Standard Level.  

Students will have between 4 and 6 ‘independent study lessons’ per week, depending on their choice of courses.  In the first term of Year 12, students are expected to spend their independent study lessons in the Library.  After the January reports and exams, the position will be reviewed; most students are given greater freedom in how to use their independent study lessons at this time.

However, it should be noted that independent study lessons are not ‘free lessons’!  Students are expected to use their time productively, for the completion of homework and meetings with staff.  Science courses demand a significant level of practical work and students should use their independent study lessons to work on their experiments.