We are very pleased to present our Sixth Form Options Guide which includes detailed information about the courses and subjects offered 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:

Mrs. Sarah McGinley

Director of Sixth Form

IBDP Coordinator

Entry to the Sixth Form, and the IB Programme at BISC is subject to meeting the behaviour, attitude to learning and the academic requirements stated in this section.

BISC Sixth Form students are expected to behave and conduct themselves at the very highest standard, both in and out of School. We expect our Sixth Form students to be role models and provide leadership for their younger peers. As such, the behaviour and attitude towards learning is a vital aspect of the entry criteria to BISC. 

It is an expectation that all BISC Sixth Form students behave with respect and with kindness at all times. They will act with integrity, both in their personal and academic conduct. They will have an exemplary record in terms of behaviour and, should this no longer be the case, then they may be asked to leave our community. 

As part of the entry to the IB Programme at BISC, a review of student’s prior behaviour records will take place, as this will provide an indication of their approach to the IB programme. In general, students will not be admitted into the IB programme if:

• there is evidence of repeated, external suspensions throughout Key Stage 4 (Years 10 and 11);
• have a record of consistent and regular removals from lessons throughout Key Stage 4, particularly for disrespectful and disruptive behaviour;
• have been, or are on behaviour contracts, particularly during Key Stage 4, and have not demonstrated significant and sustained improvement;
• have a history of aggressive, defiant, disrespectful and negative attitude towards peers, staff, the School and our community;
• have poor attendance and punctuality records in Years 10 and 11, which is below the year group average;
• have records of bullying behaviour, including on social media.

In addition, to secure the very best for our students, it is essential that students, parents and the School can engage in constructive, positive, professional and collaborative dialogue. We will not be able to admit students and families who demonstrate a negative attitude towards BISC or those who breach the Parent Code of Conduct.

BISC reserves the right to withdraw a student’s place at any point, if there is a serious breach of our Behaviour Policy. We also reserve the right to offer conditional placement, as necessary.

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.

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 students are in the building in good time so as to attend registration at 08:00. 

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 students' peer group. 

In addition to the channels outlined, each student is under the overall charge of Mr Awt Menghis, KS5 Pastoral Lead and the Director of Sixth Form, Mrs. Sarah McGinley.

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 student, 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 KS5 Academic Lead. 

Sixth Form Code of Conduct  

In order to provide consistent, fair and transparent support for all of our learners in the Sixth Form, BISC has produced the following Code of Conduct for Sixth 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 Sixth 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 IB 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 business people. All boys must be clean shaven with hair no longer than collar length. Hair should not be dyed in a fashion that 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 
• Counselling 
• Coursework clinics 
• Weekend workshops 
• Supervised study 
• Mentorship

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 and House Captains. 

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

• Head of Academics
• Head of Wellbeing
• Head of  Community
• Head of Sports (Female)
• Head of Sports (Male)
• Head of House (Fire)
• Head of House (Water)
• Head of House (Air)
• Head of House (Earth)

Selection process for the leadership positions 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 – Year 12 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. 

The IB Diploma Programme is widely acknowledged globally as a superb preparation for undertaking university education. The broad range of subjects required to be studied in this diploma enables all students to be able to apply for a very wide range of degrees. This means if university plans change during Year 12 or Year 13, a student is still able to change direction; from a career development perspective, this flexibility offers a distinct advantage over A Level education. In addition, the IB Diploma offers additional benefits in terms of students being able to thrive at university and early career, via the skills and attributes which are formed during the IB Diploma experience: time management, independent research, academic writing, critical thinking, and collaboration, to name but a few.

However, despite the access to degree flexibility offered by the IB Diploma, it is important to realise some degrees, and some national higher education systems, require specific subjects and specific grades, in order to be considered for admission to the university.

Advice and Guidance 

Our Careers and Higher Education team support all students through the lengthy process of research, planning and networking, all of which are prerequisites to the university application stage and getting admitted. By far, the lengthiest time commitment in this process should be each student’s systematic research and investigation into course and university options - the goal being admission to university where there is an excellent “fit and match” between the student and the university experience on offer. This is where the greatest success in higher education will be most likely.

Students need to dedicate the majority of Year 12 conducting systematic research and recording of target universities via their personal Unifrog account, which has a database of thousands of universities and degrees to explore. Unifrog regularly updates data, including global employment trends and is the recommended site to commence all higher education and career research.

Students are advised and strongly encouraged to reach out and consult with Ms Coughlin and Ms. Ali to discuss and explore their research. By term two of Year 12, all students meet with their dedicated university counsellor to develop their plans and to help them gain an understanding of what they need to do next in order to maximise their chance of admission to their target university. Advice will include  improving academic performance in a particular subject, or undertaking independent super-curricular study, or enhancing leadership, or service learning experiences.  

Term 1 for Year 13 students is a busy term, as university applications will need to be submitted and students will need to manage the workload in terms of time and energy involved in applying successfully to university. This additional workload can be viewed as an additional standard level course component of their diploma. It is important therefore that students have a clear action plan, maintain regular contact with the Careers team, and seek advice as often as possible. We will be here to support everyone.

United Kingdom 

The United Kingdom’s university entrance system, UCAS, is a central organisation through which applications are processed for entry into higher education. In term three of Year 12, students who have declared an intention to attend university in the UK, will be taught and guided through the process of registering their online account with UCAS. Students should be aware that for applications to the University of Oxford, and the University of Cambridge, and for medical degree courses, applications have to be submitted by October 15th; additionally, these applications usually require students to register for and undertake specific admissions tests. Research by students in Year 12 enables them to become fully informed about these tests, and these test requirements should be discussed within the university counselling meetings.

All UK degrees other than those taught at Oxford and Cambridge, and medical degrees, have a closing date of 31st January; however, for application strategy purposes, BISC strongly advises students to apply by the second week of December of Year 13.

A distinct component of the UK application is the very specific nature of the subject admissions requirements. Often, a specific subject or subjects are listed as an essential requirement and at a specific minimum grade. For example, a degree in Psychology may require the applicant to attain a minimum grade 5 in Standard Level Biology, with an overall minimum attainment of 33 points. Course place offers made by universities are therefore “conditional” - this means after receiving a course place offer, e.g. a minimum 33 points with a 5 in Biology, the student has to attain these results in the final IB examinations. For this reason, under the UCAS system, students enter the exam season with a “firm” and also an “insurance” choice (the insurance choice having lower entry requirements in the offer from the university). 

Conditional offers are made by universities on the basis of reviewing predicted grades uploaded by the school, and also to a lesser extent, IGCSE results. It should be noted that the UCAS system does not utilise an academic transcript in any part of the process (other than Cambridge). Alongside the academic data, students upload a 4000 character personal statement (a justification and rationale about why they want to study that degree, and why they will be successful in studying that degree), whilst the school uploads a single reference letter (4000 characters) written by a diploma teacher who knows the students learning behaviours, personal attributes and suitability for the degree in question.

United States 

In the United States, the IB Diploma is recognised for entry into higher education, but a much greater emphasis is placed on school transcript grade, the single page document which lists every subject studied and term grade (the achievement grade as found on the termly reports) from the start of Year 10 through to the end of Year 12. The US system is very different from that found in the UK, in that admissions decisions are based on the recorded track record of termly achievement by the applicant over the last four years of Senior School.  Unconditional university admission offers are made prior to the completion of final IB examinations. 

Another distinctive component of university admissions is the “holistic” nature of decisions for admission. Alongside the transcript of historic academic achievement, students write a personal essay (not about academics but rather an individual response to questions set by each university), and also share evidence of extra-curricular engagement. Predicted grades are not a requirement for the application, although universities sometimes ask counsellors to upload these after the application has been submitted. Counsellors also upload a recommendation letter and complete ranking questions, whilst up to two teachers also write a recommendation letter. Students should be aware that admission is made to the university (applicants do not have to declare what major they want to graduate with) - this is an illustration of the flexibility and open nature of US higher education. A key difference between US and UK admissions, is that universities in the US do not publish minimum entry requirements; however, as a component of research in Year 12, students interested in US options can review the university Admissions Profile, which shows the grade range of the middle 50 percentile of students admitted the previous year - this gives an idea of the common academic strength of students admitted. 

US applicants can apply for “early decision” - a November 1st deadline. This means that by applying in this way, students can get an earlier response from the university, and the student is then obliged to join if admitted. Alternatively, students can apply “early action” - also November - and receive an early response from the university; however, there is no obligation to join if admitted. Applying early can increase the chances of receiving an offer (for university specific details see the admissions profile), however students need to realise the admission is based upon evaluation of Year 10 to the end of Year 12 academic data only (not Year 13 data). Students applying to the US via the “regular” option, will have their term one Year 13 data evaluated by the university - so if a student feels they did not reach their academic performance in Year 12, they may strategise by applying to their target university as a regular applicant, if they have reflected that their academic performance could improve in Year 13; however, the overall track record is of greater significance.

Students applying to the US are sometimes required to complete a standardised multiple choice test, in Egypt, the ACT (Maths, English, Science) - this test score is more frequently required by universities which have more competitive admissions profiles. Additionally, students applying via Early Decision or Early Action can strengthen their application by taking the ACT and including the score in their application. 

Once admitted by a university, in term two of Year 13, students need to be aware that there is an element of trust placed upon both student and School, in that the student will maintain their academic commitment, and that if this waivers, the university counsellor is expected to submit an updated evaluation letter for the student. In an admission letter, students are able to see the conditions of the admission and expectations regarding academic performance prior to completing school, and joining the university.

Additional Countries

Historically, the majority of applications from BISC students are to the UK, followed by to the US. However, every year there are applications to many other countries. As for UK and US applicants, students with other interests utilise their Unifrog account as the primary research portal, especially for research, and from there follow the application procedures as explained on the target university’s website. All students are supported in an impartial and supportive manner, ensuring there is equal access to opportunity.

The International Baccalaureate (IB) Diploma Programme is a comprehensive and rigorous two-year curriculum, leading to examinations, for students aged between 16 and 19. 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 30 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, seen below, 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 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 IGCSE 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 nine 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. In the Sixth Form MLA 8 is the preferred citation system, apart from in Business and Management and Economics.  In these two subjects the Harvard method of referencing is taught and used. 

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 that is internally marked, class work and homework, and in work that is externally assessed by the IB 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. 1. There is a presentation for both students and parents on February 10th. We will explain what IBDP means, the subjects offered at BISC and some important deadlines. Both students and parents will have the opportunity to talk with teachers to make sure that our students make good choices.  
   2. The Director of Careers, Ms. Bridget Coughlin, and College Guidance Counselor, Ms. Salam Ali, will be at the above presentation to offer advice regarding course choices. 
   3. There is a Parent-Teacher conference in February before final choices are made.
   4. 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 Monday 24th February. 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 AT BISC – ADVICE FOR STUDENTS 

It is imperative that you make choices within these options blocks. 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. 

Languages at BISC

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

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) 
• Spanish B (Higher and Standard Level)
• French or Spanish ab initio (beginner’s course, Standard Level only)

Please see individual subject descriptions for further details.

Exceptionally, and at the discretion of the Deputy Head (Academic), students may be entered privately for exams in  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 IBDP 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 that fits with the students’
timetable commitments, if the tutor has been DBS cleared.

MAKING YOUR CHOICES 

1. 1. It is important that you discuss these options with the Careers Team and your parents. A Careers Interview will be scheduled for you soon.
   2. Please refer to the options below for further details and entry criteria for all subjects. Remember, for entry to do the IB course, you MUST have at least five  Level 5 grades at IGCSE. 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, Global Politics, History or Psychology.
   6. Select Visual Arts, 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 by 24th February  A Google form will be sent on Tuesday 11 February by Mrs. Sarah McGinlye, Director of Sixth Form.
   
   

   If you have any questions, please email Sarah.McGinley@bisc.edu.eg or Mariam.Ayad@bisc.edu.eg

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 their 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 literary texts plus a range of non-literary texts)

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. (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. (25 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. (40 marks = 30% of grade)

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

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. (25 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 (7 literary 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. (25 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. (40 marks = 30% of grade)

Option 4: Literature HL (10 literary 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. (25 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. (40 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

Higher Level English Language and Literature option, it is suggested you score at least a Grade 6 in IGCSE English First Language. 

For English Literature at Higher Level, students will perform better if a Grade 6 is obtained in IGCSE English First Language and IGCSE English Literature.  

Standard Level English students will perform better if a Grade 5 is secured in both IGCSE English First Language English and IGCSE English Literature.

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. They cannot have studied the language in the Senior School. 

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 that relates to them.

The Language ab initio Course

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 texts and audio- visual stimuli.

Structure of the course

Key Skills

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

• 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 Grade 4 at IGCSE level in the language they wish to study further, and a Grade 6 at IGCSE level for Higher Level.

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 ethical factors in the actions of individuals and organisations.
• Consider the long term sustainability of businesses from social, economic and environmental perspectives.
• Develop an understanding of the importance of creativity 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: Introduction to business management

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 Z

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 5 in GCSE Mathematics and in GCSE English. You should have at least a 6 in Mathematics.

Student Perspectives

“Compared to Business, IB Economics is more analytical and maths 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 favourite 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 behavioural 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 A

“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 EN

“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 E

“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 A

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
• synthesising 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.

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)

Fieldwork

Fieldwork
A suitable area for a piece of fieldwork sufficient to satisfy the Internal Assessment requirements will be chosen for Geography, that fulfils 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. 

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 6 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 G

"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 K

Why Study Global Politics? 

Global politics is a course for students who want to understand more about how the world they live in works, what makes it change, or what prevents it from changing. The course draws on a variety of disciplinary traditions in the study of politics and international relations, and more broadly in the social sciences and humanities. Students build their knowledge and understanding by critically engaging with contemporary political issues and challenges that interest them.

The IB Global Politics course

The scope of global politics extends over a wide range of topics and areas of study, many of which will find links with other subjects in the individuals and societies group. Students develop their understanding of political concepts and their knowledge of specific content by exploring and researching real-world case studies and examples.

Developing an understanding of power is critical for analysing how political systems work and how they change. Global politics students encounter the complexity and nuances of power from the beginning of the course. They build their understanding of how power works across multiple and interconnected dimensions, affecting the everyday lives of people around the world.

Entry requirements

We welcome any student with an interest in the subject. However we recommend Grade 5 in IGCSE English would be recommended for SL. Students interested in HL should have a minimum grade 6 in a humanities subject.  

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- 2 papers for SL, 3 papers for HL
• Internal assessment - Engagement project

Part one: Core - SL and HL

• Global politics core topics-Understanding power and global politics
• Thematic studies
• Rights and justice
• Development and sustainability
• Peace and conflict

HL extension: Global political challenges

• Extended inquiries focused on global political challenges.
• Students conduct independent research on case studies that connect to the following HL topic areas:
• Borders
• Environment
• Equality
• Health
• Identity
• Poverty
• Security
• Technology

Internal Assessment Engagement Project

• A project focused on the analysis of power and agency at a local or community level, integrating research and experiential learning.
• HL students conduct additional research to inform their formulation of a recommendation to address the identified political issue.

Standard Level (SL)

Higher Level (HL)

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’; 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 Standard and Higher 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 Grade 5 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 6 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

In the DP psychology course, students will develop knowledge and understanding of psychological concepts, content and contexts, as well as the models and theories associated with these areas. Through the course, students will develop the ability to engage in critical thinking, assess evidence and acknowledge the evolving nature of knowledge. They will acquire the ability to seek fresh information and generate understanding by employing research methodologies. 

The goal of the DP psychology course is not to create psychologists, but to promote psychological literacy. This is done by: 

• understanding basic concepts and principles of psychology.
•  understanding the scientific research process
• having the ability to problem-solve
• applying psychological principles to personal, social, or organizational problems
• acting ethically
• thinking critically
• communicating well in different contexts
• having cultural competence and respecting diversity
• possessing self-awareness.

Entry Requirements

Higher and Standard Level Psychology option, you should score at least a Grade 6 in IGCSE English First Language as well as a solid understanding of analysis and critical thinking. Students are expected to explore and read in their own time to deepen their understanding of the content being taught. 

In Psychology, all students are expected to be: 

• Open mindedness
• Respectful
• Independent learners
• Curious
• Passionate and committed
• Resilient

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 psychology research proposal to investigate a topic of choice in relation to a specified population of interest.

Standard Level (SL)

Higher Level (HL)

Why study Biology?

Recently, the Biological Sciences have undergone enormous expansion, especially in the molecular realm.  The role of biology in providing answers to the recent pandemic has highlighted the necessity to be scientifically literate but also the need for collaboration between the sciences (e.g biophysics and biochemistry as well as computer science).  Biology is an applicable science used in wide-ranging careers (radiology, bioengineering, environmental officer). 

The IB course covers microscopic and macroscopic themes such as cell biology and ecosystems.  Continually relating these to social, ethical and economic issues, the IB course spurs students into reflecting upon the processes that shape and control life on Earth and how they are interdependent.

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 Scientific Investigation as outlined in the table below. 

Standard Level (SL)

6 lessons of teaching per fortnight

Additional Higher Level (HL)

6 SL + 4 HL lesson of teaching per fortnight

Scientific Investigation Criteria

Entry Requirements

It is suggested that students have studied IGCSE/GCSE Biology and Maths previously in order to take this course. Chemistry is a preferred addition as the course contains a lot of biochemistry content.

Entry to Standard Level Biology - Students should have a minimum of Grade 5 in IGCSE/GCSE Biology and Maths.

Entry to Higher Level Biology - Students should have a minimum of Grade 7 in IGCSE/GCSE Biology and Grade 6 in Maths.

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 two core concepts: Structure and Reactivity. These in turn are divided into 3 sub-units made up of inter-related topics. 

Structure determines reactivity, which in turn transforms structure

Teaching Time

The teaching time for standard level (SL) is 110 hours plus 40 hours of experimental work (including the scientific investigation, and collaborative science project).

The teaching time for the higher level (HL) is 180 hours plus 60 hours of experimental work (including the scientific investigation and the collaborative science  project).

The HL programme includes all of the content of the SL programme with additional HL content within the sub-topics covered during the course.

Standard Level (SL)

6 lessons of teaching per fortnight

Higher Level (HL) Assessment 

4 lessons of teaching per fortnight

Coursework Criteria (Scientific Investigation)

Entry Requirements

It is recommended that students have studied IGCSE/GCSE Chemistry and Maths previously. 

Entry to Standard Level Chemistry - Students should have a minimum of a Grade 5 in IGCSE/GCSE Chemistry and Maths .

Entry to Higher Level Chemistry - Students should have a minimum of Grade 7 in IGCSE/GCSE Chemistry and Grade 6 in Maths.

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

The DP computer science course requires an understanding of the fundamental concepts of computing systems and the ability to apply the computational thinking process to solve problems in the real world.

The course also requires students to develop skills in algorithmic thinking and computer programming. DP computer science is engaging, accessible, inspiring and rigorous, and has the following characteristics.

The course:

• Draws on a wide spectrum of knowledge of computer systems
• Develops skills in algorithmic thinking and computer programming
• Is underpinned by the computational thinking process
• Enables and empowers innovation, exploration and the acquisition of further knowledge
• Includes the study of machine learning
• Raises ethical issues.

Computational thinking involves the ability to:

• Specify problems in terms of their computational context and determine success criteria
• Decompose complex real-world problems into more manageable problems
• Abstract problems and generalize them to enable algorithmic thinking and to develop solutions
• Test and evaluate solutions for improvements.

During the course, students will develop a computational solution. This will develop their ability to identify a problem or unanswered question, and design, develop and evaluate a proposed solution.

The course enables students to:

• Develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP subjects
• Acquire and apply a body of knowledge, methods, tools and techniques that characterize computer science
• Analyse and evaluate solutions developed through computational thinking in a range of contexts
• Approach unfamiliar situations with creativity and resilience
• Use computational thinking to design and implement solutions to local and global problems
• Develop an appreciation of the possibilities and limitations of computer science
• Evaluate the impact of emerging technologies in computer science
• Communicate and collaborate effectively
• Develop awareness of the environmental, economic, cultural and social impact of computer science,its applications and ethical implications.

The DP computer science course is organised into two key themes:

Theme A: Concepts in computer science

Theme B: Computational thinking and problem-solving

Theme A focuses on how computing systems work. Theme B focuses on how we can use computing systems to solve real-world problems. The course also has a practical dimension, comprising the computational solution (internal assessment) and the collaborative sciences project. The course can be studied in either the Python or Java programming languages.

SYLLABUS CONTENT

Theme A : Concepts of computer science 

1. Computer fundamentals 
2. Networks
3. Databases 
4. Machine learning

Theme B Computational thinking and problem-solving 

1. Computational thinking
2. Programming
3. Object oriented programming (OOP)
4. Abstract data types (HL only) 
5. Case study

Internal assessment

Collaborative sciences project

-----

Assessment at a glance

Entry requirements

It is preferred that students interested in this course should have a minimum Grade 4 in IGCSE Mathematics and IGCSE English. For HL Computer Science, it is recommended that students have at least a Grade 6 in IGCSE Mathematics and should have studied Computer Science at the IGCSE level, achieving a Grade 6.

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 Physics course is divided into two parts: the core (Standard Level) and the Advanced Higher Level material.

Core Topics - 110 hrs (SL and HL)

Topic A : Space, time and motion

1 Kinematics 

2 Forces and momentum 

3 Work, energy and power 

Topic B : The particulate nature of matter

1 Thermal energy transfers 

2 Greenhouse effect 

3 Gas laws 

5 Current and circuits

Topic C : Wave behaviour

1 Simple harmonic motion 

2 Wave model 

3 Wave phenomena

4 Standing waves and resonance 

5 Doppler effect 

Topic D : Fields

1 Gravitational fields 

2 Electric and magnetic fields 

3 Motion in electromagnetic fields  

Topic E : Nuclear and Quantum physics

1 Structure of the atom

3 Radioactive decay

4 Fission

5 Fusion and stars

Advanced Higher Level Topics - 70 hrs (HL)

• A.4 Rigid body mechanics
• A.5 Galilean and special relativity
• B.4 Thermodynamics
• C.1 Simple harmonic motion (additional content)
• C.3 Wave phenomena (additional content)
• C.5 Doppler effect (additional content)
• D.1 Gravitational fields (additional content)
• D.2 Electric and magnetic fields (additional content)
• D.4 Induction
• E.1 Structure of the atom (additional content)

Standard Level (SL) Assessment

6 lessons of teaching per week

Higher Level (HL) Assessment

4 lessons of teaching per fortnight

Coursework Criteria

Entry Requirement

Entry to Standard Level Physics - Students should have a minimum of Grade 5 in IGCSE/GCSE Physics and Maths.

Entry to Higher Level Physics - Students should have a minimum of Grade 7 in IGCSE/GCSE Physics and Grade 6 in Maths.

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)

Group 5:

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.

Pupils who wish to apply to universities in Germany, must study an additional Vectors module. You must make the Head of Mathematics aware so that this can be organised for you.

Entry Requirement: Applications and Interpretation - SL

Grade 4 at IGCSE Mathematics

Entry Requirement: Applications and Interpretation - HL

Grade 8 at IGCSE Mathematics

Group 5:

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.

Pupils who wish to apply to universities in Germany, must study an additional Vectors module. You must make the Head of Mathematics aware so that this can be organised for you.

Entry Requirement: Analysis and Approaches - SL

Grade 7 at IGCSE Mathematics

Entry Requirement: Analysis and Approaches - HL

Grade 7 in IGCSE Further Pure Maths.

The study of music encourages inquiry into creative practices and performance processes. Music study develops listening, creative and analytical skills, as well as encouraging cultural understanding and international-mindedness. In this way, music is a catalyst for expanding critical thinking—a crucial life skill. When we understand others and ourselves through music, we are empowered to make positive and effective change in the world.

In this course, students and teachers engage in a journey of imagination and discovery through partnership and collaboration. Students develop and affirm their unique musical identities while expanding and refining their musicianship.

Throughout the course, students are encouraged to explore music in varied and sometimes unfamiliar contexts. Additionally, by experimenting with music, students gain hands-on experience while honing musical skills. Through realising and presenting samples of their musical work with others, students also learn to communicate critical and artistic intentions and purpose.

Exploring Music in Context

When exploring music in context, students will learn how to engage with a diverse range of music that will broaden their musical horizons and provide stimuli to expand their own music-making. Students will demonstrate diversity and breadth in their exploration by engaging with music from the areas of inquiry in personal, local and global contexts.

Experimenting With Music

When experimenting with music, students connect theoretical studies to practical work and gain a deeper understanding of the music they engage with. Through this theoretical and practical work as researchers, creators and performers, students will learn to experiment with a range of musical material and stimuli from the areas of inquiry across local and global contexts.

Presenting Music

When presenting music, students learn to practise and prepare finished pieces that will be performed or presented to an audience. In working towards completed musical works, students expand their musical identity, demonstrate their level of musicianship, and learn to share and communicate their music as researchers, creators and performers.

The Contemporary Music Maker (HL only)

Music at higher level (HL) builds on the learning of musical competencies and challenges students to engage with the musical processes in settings of contemporary music-making. For the HL component, students plan and collaboratively create a project that draws on the competencies, skills and processes in all of the musical roles of the music course, and is inspired by real-life practices of music-making. 

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.

Distinction between SL and HL

The syllabus differentiates between SL and HL. The greater breadth and depth required for HL is reflected through an additional assessment task. This task requires HL students to demonstrate knowledge and understanding of the core syllabus areas by formulating and communicating intentions for a project that is based on:

• real-life practices of music-making
• their experiences as developing musicians in this course
• their collaboration with others.

Prior Musical Experience

Students must play a musical instrument to grade 4 standard or above. At HL it is strongly recommended that students have completed IGCSE Music and perform to at least grade 6 standard or above on one musical instrument. A strong understanding of Music Writing and Music Theory.

Introduction

This course is an 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.

 ‘Creativity is intelligence having fun’

Albert Einstein

Course content

Year 12

In the first term students are guided to work on Canva to produce a Comparative Study of three different artworks. This is one of the three components of the course and we aim to complete this first. In term 2 students take part in a series of workshops designed to build on GCSE level skills and provide students with a greater range of approaches to develop their own work. These sessions include, still life drawing, abstraction methods, sculptural processes.  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

Suggested Entry Requirement: 

Grade 5 at IGCSE Drama and 5 in IGCSE English.

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.