RANGITOTO COLLEGE INTERNATIONAL BACCALAUREATE SUBJECT GUIDE

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1 RANGITOTO COLLEGE INTERNATIONAL BACCALAUREATE SUBJECT GUIDE Updated August 2015

2 Group 1: Language A: language and literature (English) The course is designed for students who have experience of using English in an academic context. The language background of such students, however, is likely to vary considerably from monolingual students to students with more complex language profiles. The study of texts, both literary and non-literary, provides a focus for developing an understanding of how language works to create meanings in a culture, as well as in particular texts. All texts may be understood according to their form, content, purpose and audience, and through the social, historical, cultural and workplace contexts that produce and value them. Responding to, and producing texts promotes an understanding of how language sustains or challenges ways of thinking and being. The course is designed to support future academic study by developing a high social, aesthetic and cultural literacy, as well as effective communication skills. The focus of the language A: language and literature course is directed towards developing and understanding the constructed nature of meanings generated by language and the function of context in this process. Curriculum Language A: language and literature comprises four parts two relate to the study of language and two to the study of literature. A key aim of the language A: language and literature course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text s wider context in shaping its meaning is central to the course. The language A: language and literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. In view of the international nature of the IB and its commitment to intercultural understanding, the Language A: language and literature course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important to IB Diploma Programme students because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity.

3 Distinction between SL and HL The model for language A: language and literature is the same at SL and HL, but there are significant quantitative and qualitative differences between the levels. In the literature sections the number of texts prescribed is greater at HL than at SL. In the language sections students are generally expected to cover many more texts of all kinds at HL than at SL. Aims of the course The aims of language A: literature and language A: language and literature at SL and HL, and of literature and performance at SL are to: 1. introduce students to a range of texts from different periods, styles and genres 2. develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections 3. develop the students powers of expression, both in oral and written communication 4. encourage students to recognize the importance of the contexts in which texts are written and received 5. encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning 6. encourage students to appreciate the formal, stylistic and aesthetic qualities of texts 7. promote in students an enjoyment of, and lifelong interest in, language and literature. 8. develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts 9. encourage students to think critically about the different interactions between text, audience and purpose. There are four assessment objectives at SL and at HL for the language A: language and literature course. 1. Knowledge and understanding Demonstrate knowledge and understanding of a range of texts. Demonstrate an understanding of the use of language, structure, technique and style. Demonstrate a critical understanding of the various ways in which the reader constructs meaning and of how context influences this constructed meaning. Demonstrate an understanding of how different perspectives influence the reading of a text 2. Application and analysis Demonstrate an ability to choose a text type appropriate to the purpose required. Demonstrate an ability to use terminology relevant to the various text types studied. Demonstrate an ability to analyse the effects of language, structure, technique and style on the reader.

4 Demonstrate an awareness of the ways in which the production and reception of texts contribute to their meanings. Demonstrate an ability to substantiate and justify ideas with relevant examples. 3. Synthesis and evaluation - Demonstrate an ability to compare and contrast the formal elements, content and context of texts. Discuss the different ways in which language and image may be used in a range of texts. Demonstrate an ability to evaluate conflicting viewpoints within and about a text. At HL only: Produce a critical response evaluating some aspects of text, context and meaning. 4. Selection and use of appropriate presentation and language skills Demonstrate an ability to express ideas clearly and with fluency in both written and oral communication. Demonstrate an ability to use the oral and written forms of the language, in a range of styles, registers and situations. Demonstrate an ability to discuss and analyse texts in a focused and logical manner. At HL only: Demonstrate an ability to write a balanced, comparative analysis. Requirements of the course Standard level Students are required to study four literature texts. Two texts chosen from the PLA for the language A One text in translation chosen from the PLT list for study in part 3 One text chosen freely from the PLA or elsewhere written in the language A studied Texts should be selected to cover at least two literary genres, two periods and, where appropriate, two places as defined in the PLA for the language A. Higher level Students are required to study six literature texts. Four texts chosen from the PLA for the language A One text in translation chosen from the PLT list for study in part 3 One text chosen freely from the PLA, PLT list or elsewhere and which may be in translation Texts should be selected to cover at least two literary genres, two periods and, where appropriate, two places as defined in the PLA for the language A. A text chosen freely at SL or HL must be of literary quality and of an appropriate challenge and complexity. Students taking the course are required to produce a variety of writing styles.

5 SL External assessment (3 hours) HL External assessment (4 hours) SL Paper 1: Textual analysis (1 hour 30 minutes) The paper consists of two unseen texts. Students write an analysis of one of these texts. 25% HL Paper 1: Comparative textual analysis (2 hours) The paper consists of two pairs of unseen texts. Students write a comparative analysis of one pair of texts. 25% SL Paper 2: Essay (1 hour 30 minutes) In response to one of six questions students write an essay based on both the literary texts studied in part 3. The questions are the same at HL but the assessment criteria are different. 25% HL Paper 2: Essay (2 hours) In response to one of six questions students write an essay based on at least two of the literary texts studied in part 3. The questions are the same at SL but the assessment criteria are different. 25% Internal Assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. SL Written tasks Students produce at least three written tasks based on material studied in the course. Students submit one written task for external assessment. This task must be 800 1,000 words in length plus a rationale of words. 20% HL Written tasks Students produce at least four written tasks based on material studied in the course. Students submit two of these tasks for external assessment. One of the tasks submitted must be a critical response to one of the prescribed questions for the HL additional study. Each task must be 800 1,000 words in length; task 1 should be accompanied by a rationale of words, while task 2 should be accompanied by a short outline; one based on a literary text from Part 3 or 4, one based on Part 1 or 2 SL & HL Individual oral commentary15% Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions.. SL & HL Further oral activity 15% Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course. The mark of one further oral activity is submitted for final assessment.

6 Group 2: Language B French, Japanese, and Spanish Nature of the Subject Group 2 is the modern language course offered in French, Japanese or Spanish. Language B is a language acquisition course designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. The course develops students linguistic abilities through the development of receptive, productive and interactive skills (as defined in Syllabus content ). Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. Placement of students in group 2 language courses Students who have been studying the language from Year 9 will be able to continue that language in the IB Diploma Programme. Distinction between SL and HL Language B subjects will be available at SL and HL. The courses give students the possibility of reaching a high degree of competence in an additional language while exploring the culture(s) where that language is spoken. The courses aim to develop the students linguistic competence and intercultural understanding. There is a common syllabus at SL and HL (with literature as an additional component of the HL course). The differences between levels are determined by the assessment objectives, the depth and breadth of syllabus coverage, the assessment details, the assessment criteria, literature coverage and suggested teaching hours. Prior learning Many factors determine the group 2 course that a student should take: the student s best language, the language(s) spoken at home and at school, and any previous knowledge of the language of study. The most important consideration is that the language B course should be a challenging educational experience for the student, offering not only the opportunity to learn an additional language but also the means of learning, appreciating and effectively interacting in a culture different from the student s own. All final decisions on the appropriateness of the course for which students are entered are taken by coordinators in liaison with teachers using their experience and professional judgment to guide them.

7 Group 2 and theory of knowledge Theory of knowledge (TOK) is central to the Diploma Programme, and the relationship between TOK and group 2 is of great importance. Learning an additional language involves linguistic and metalinguistic, sociolinguistic, pragmatic and intercultural skills and competencies. Therefore, teachers are challenged to make links between TOK and group 2 courses that encourage consideration and reflection upon how these skills and competencies are acquired by the language learner and, equally, imparted by the teacher. Language B and the international dimension The study of an additional language in group 2 adds to the international dimension of the Diploma Programme. Within group 2, intercultural understanding is a major cohesive element of the syllabus in both language ab initio and language B. While learning the target language, the student becomes aware of the similarities and differences between his or her own culture(s) and those of the target culture(s). With this awareness, a greater respect for other peoples and the way in which they lead their lives is fostered. Within the course framework, through the study of authentic texts, students investigate and reflect on cultural values and behaviours. The language B course achieves this reflection on cultural values and behaviours in different ways. The course is organized through a core and options, all of which are well suited to fostering an international perspective. The language B course seeks to develop international understanding and foster a concern for global issues, as well as to raise students awareness of their own responsibility at a local level. It also seeks to develop students intercultural awareness, which contributes to the relationship between language B and the international dimension. Group 2 Language B Aims 1. develop students intercultural understanding 2. enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes 3. encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures 4. develop students awareness of the role of language in relation to other areas of knowledge 5. develop students awareness of the relationship between the languages and cultures with which they are familiar 6. provide students with a basis for further study, work and leisure through the use of an additional language 7. provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language. Assessment objectives There are six assessment objectives for the language B course. Students will be assessed on their ability to: 1. communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding 2. use language appropriate to a range of interpersonal and/or cultural contexts

8 3. understand and use language to express and respond to a range of ideas with accuracy and fluency 4. organize ideas on a range of topics, in a clear, coherent and convincing manner 5. understand, analyse and respond to a range of written and spoken texts 6. understand and use works of literature written in the target language of study (HL only) Syllabus Outline Language B is a language acquisition course developed at two levels standard level (SL) and higher level (HL) for students with some background in the target language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding. The language B syllabus approaches the learning of language through meaning. Through the study of the core and the options at SL and HL, plus two literary works at HL, students build the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria. The core with topics common to both levels is divided into three areas and is a required area of study. Communication and media Global issues Social relationships In addition, at both SL and HL, teachers select two from the following five options. Cultural diversity Customs and traditions Health Leisure Science and technology Also, at HL, students read two works of literature. It is essential that teachers are allowed the prescribed minimum number of teaching hours necessary to meet the requirements of the language B course. At SL the minimum prescribed number of hours is 150 and at HL it is 240 hours. Syllabus Content Language All the languages B offered are different in nature, and the exact range of language structures that should be taught differs between languages. These structures will depend on the language B taught, the circumstances in which the course is taught,

9 and the students needs. Teachers should identify the appropriate range of vocabulary, idiomatic expressions and language structures that should be included in their teaching. As far as possible, the teaching of language structures should take place in the context of other activities, for example, oral activities or the reading of texts. However, when this approach is neither possible nor appropriate, the systematic and formal teaching of these structures could be considered. Teachers should aim to provide a typical monolingual environment where teaching is provided in the target language and learning is placed in contexts that would be familiar to speakers of that language. Topics The course comprises five topics: three from the core and two chosen from the five options. At least two aspects must be covered in each of the five topics that make up the course. Additionally, at HL students must read two works of literature. Core There are three topics in the core. Communication and media Global issues Social relationships These three topics are compulsory at SL and HL. Students are required to study at least two aspects from each core topic. Communication and media How people interact, transmit and gather data for the purposes of information and entertainment. Possible aspects to cover: advertising bias in media censorship internet mail press radio and television sensationalism in media telephone. Global issues Current matters and future scenarios that have an impact at a regional, national and/or international level, bearing in mind that they need to be addressed from the perspective of the target language s culture(s). Possible aspects to cover: drugs

10 energy reserves food and water global warming, climate change, natural disasters globalization international economy migration (rural urban, or international) poverty and famine racism, prejudice, discrimination the effect of man on nature the environment and sustainability. Social relationships How people interrelate and behave as members of a community, individually and in groups. Possible aspects to cover: celebrations, social and religious events educational system language and cultural identity, or self-identity linguistic dominance minorities multilingualism nationalism, patriotism, fanaticism relationships (friendship, work, family) social and/or political structures social behaviours and stances taboos versus what is socially acceptable. Options There are five topics in the options. Cultural diversity Customs and traditions Health Leisure Science and technology Teachers select two topics. At least two aspects must be studied from each selection. Cultural diversity The ethnic, gender, racial, ideological and socio-economic varieties within a community of the target language. Possible aspects to cover: beliefs, values and norms culinary heritage how culture is learned intercultural assimilation interlinguistic influence language diversity migration population diversity subcultures

11 the concepts of human beauty verbal and non-verbal communication. Customs and traditions The current and past practices, representations, expressions and knowledge that belong to a community of the target language. Possible aspects to cover: celebrations, social and religious events dress codes, uniforms etiquette and protocols fashion food historical events national costumes the arts Health Physical, mental and social well-being, as well as matters related to illnesses. Possible aspects to cover: concepts of beauty and health diet and nutrition drug abuse epidemics health services hygiene illnesses, symptoms of good/ill health mental health physical exercise surgery traditional and alternative medicine Leisure The variety of activities performed for enjoyment. Possible aspects to cover: entertainment exhibitions and shows games hobbies recreation social interaction through leisure sports travelling

12 Science and technology The relationship between science and technology, and their impact on a community of the target language. Possible aspects to cover: entertainment ethics and science ethics and technology impact of information technology on society natural sciences renewable energy scientific research social sciences Literature (HL only) Reading literature in the target language can be an enjoyable journey into the culture(s) studied. It will help students to broaden their vocabulary and to use language in a more creative manner, developing fluent reading skills, promoting interpretative and inferential skills, and contributing to intercultural understanding. Students should understand the works in some depth (see Assessment objectives number 6), but literary criticism as such is not an objective of the language B course at HL. Students are required to read two works of literature originally written in the target language. These works may be from any genre, or may both be of the same genre. They do not need to be linked in any way (by author, theme, period). When selecting the works, teachers should keep in mind that students are in the process of acquiring an additional language. Works written with a high complexity of language may not be suitable material. Assessment Assessment component Weighting External assessment 70% Paper 1 (1 hour 30 minutes): Receptive skills Text-handling exercises on four written texts, based on the core. Paper 2 (1 hour 30 minutes): Written productive skills One writing exercise of words from a choice of five, based on the options. Written assignment: Receptive and written productive skills Inter-textual reading followed by a written task of words plus a word rationale, based on the core. Internal assessment Internally assessed by the teacher and externally moderated by the IB. Individual oral (8 10 minutes) Based on the options: 15 minutes' preparation time and a 10 minute (maximum) presentation and discussion with the teacher. Interactive oral activity Based on the core: Three classroom activities assessed by the teacher. One listening task, 2 recorded interactions 25% 25% 20% 30% 20% 10%

13 Appendix for Japanese B There are 600 kanji listed for HL and 400 for SL, which students should be able to recognize and understand by the end of the course. In terms of the students own production of Japanese, the list is not prescriptive, although it is expected that they will use a range of appropriate kanji in their writing. Students in IB World Schools come from a variety of backgrounds and will exhibit a range of learning profiles. The following practices require schools to demonstrate their support for a diversity of learning. The school supports access for students to the IB programme(s) and philosophy. The school develops and implements policies and procedures that support the programmes. The school provides support for its students with learning and/or special educational needs and support for their teachers. Collaborative planning and reflection incorporates differentiation for students learning needs and styles. Teaching and learning differentiates instruction to meet students learning needs and styles. It is expected that all students in IB World Schools will experience positive learning environments based upon the IB s four principles of good practice: affirming identity and building self-esteem; valuing prior knowledge; scaffolding and extending learning. Strengths are celebrated, challenges circumvented.

14 Group 3: Individuals and Societies Geography Nature of the Subject Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives. Within group 3 subjects, geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The Diploma Programme geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies. Geography takes advantage of its position between both these groups of subjects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas. Geography and the International Dimension: The geography course embodies global and international awareness in several distinct ways. It examines key global issues, such as poverty, sustainability and climate change. It considers examples and detailed case studies at a variety of scales, from local to regional, national and international. Throughout the course, teachers have considerable flexibility in their choice of examples and case studies to ensure that Diploma Programme geography is a highly appropriate way to meet the needs of all students, regardless of their precise geographical location. Inherent in the syllabus is a consideration of different perspectives, economic circumstances and social and cultural diversity. Geography seeks to develop international understanding and foster a concern for global issues as well as to raise students awareness of their own responsibility at a local level. Geography also aims to develop values and attitudes that will help students reach a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interconnected world. Distinction between SL and HL Students at standard level (SL) and higher level (HL) in geography are presented with a syllabus that has a common core and optional themes. HL students also study the higher level extension. The syllabus requires the development of certain skills, attributes and knowledge as described in the assessment objectives of the course. Although the skills and activity of studying geography are common to both SL and

15 HL students, the HL student is required to acquire a further body of knowledge, to demonstrate critical evaluation, and to synthesize the concepts in the higher level extension. In summary: SL students study two optional themes; HL students study three optional themes, providing further breadth HL students study the HL extension global interactions, and examine, evaluate and synthesize the prescribed concepts, which by their nature are complex, contestable, interlinked and require holistic treatment. This provides further depth at HL. Geography and Prior Learning The geography course requires no specific prior learning. No particular background in terms of specific subjects studied for national or international qualifications is expected or required. The skills needed for the geography course are developed within the context of the course itself. Geography and theory of knowledge Students of group 3 subjects study individuals and societies. This means that they explore the interactions between humans and their environment in time and place. As a result, these subjects are often known collectively as the human sciences or social sciences. As with other subject areas, there is a variety of ways of gaining knowledge in group 3 subjects. For example, archival evidence, data collection, experimentation, observation, and inductive and deductive reasoning can all be used to help explain patterns of behaviour and lead to knowledge claims. Students in group 3 subjects are required to evaluate these knowledge claims by exploring knowledge issues such as validity, reliability, credibility, certainty and individual as well as cultural perspectives. The relationship between each subject and theory of knowledge is important and fundamental to the Diploma Programme. Having followed a course of study in group 3, students should be able to reflect critically on the various ways of knowing and methods used in human sciences. In doing so, they will become inquiring, knowledgeable and caring young people (IB mission statement). During the Diploma Programme geography course, a number of issues will arise that highlight the relationship between theory of knowledge and geography. Some of the questions that might be considered during the course are identified below. Are the findings of the natural sciences as reliable as those of the human sciences? What is the meaning of a scientific law in each area? To what extent do maps reflect reality? Do regions have boundaries? To what extent might it be true that geography combines the methods of human and natural sciences? Some geographical topics, such as climate change, are controversial. How does the scientific method attempt to address them? Are such topics always within the

16 scope of the scientific method? What scientific or social factors might influence the study of a complex phenomenon such as global warming? Often in geography a model of reality is created. What does this mean? What are the advantages and disadvantages of creating a geographic model? In what areas of geography are models most common? Arguably, while some aspects of geography can be measured, others cannot. Is this the case? What is it about a quality that means it cannot be quantified? If humans are individual and unique, does this mean that there can be no reliable laws in human geography? Many geographers and others value diversity in human affairs. Is globalization therefore a bad thing? Aims of the Syllabus The aims of all subjects in group 3, individuals and societies are to: 1. encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions 2. develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society 3. enable the student to collect, describe and analyse data used in studies of society, to test hypotheses, and to interpret complex data and source material 4. promote the appreciation of the way in which learning is relevant both to the culture in which the student lives, and the culture of other societies 5. develop an awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity 6. enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty. Geography Aims In addition, the aims of the geography syllabus at SL and HL are to enable students to: 7. develop an understanding of the interrelationships between people, places, spaces and the environment 8. develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management 9. appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change.

17 Throughout the course, there is considerable flexibility in the choice of examples and case studies to ensure that Diploma Programme geography is a highly appropriate way to meet the needs of all students, regardless of their precise geographical location. Geography Syllabus Outline The Diploma Programme geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socioeconomic methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas. The geography course embodies global and international awareness in several distinct ways. It examines key global issues, such as poverty, sustainability and climate change. It considers examples and detailed case studies at a variety of scales, from local to regional, national and international. Paper 1 - Core Theme - Patterns and Change [HL and SL Students] The core theme provides an overview of the geographic foundation for the key global issues of our times. The purpose is to provide a broad factual and conceptual introduction to each topic and to the United Nations Millennium Development Goals (MDGs), in particular those concerning poverty reduction, gender equality, improvements in health and education and environmental sustainability. The progress made towards meeting these goals is also evaluated. There are four compulsory topics in this core theme: 1. Population in Transition 2. Disparities in Wealth and Development 3. Patterns in Environmental Quality and Sustainability 4. Patterns in Resource Consumption Paper 2 - Optional Themes HL students study three options. SL students study two options The options are: 1. Freshwater - Issues and Conflicts 2. Oceans and their Coastal Margins 3. Extreme Environments 4. Hazards and Disasters - Risk Assessment and Response 5. Leisure, Sport and Tourism 6. The Geography of Food and Health 7. Urban Environment

18 Paper 3 - HL Extension - Global Interactions There are seven compulsory topics in the HL extension: 1. Measuring Global Interactions 2. Changing Space - The Shrinking World 3. Economic Interactions and Flows 4. Environmental Change 5. Sociocultural Exchanges 6. Political Outcomes 7. Global Interactions at the Local Level Geographic Skills These skills are essential to the study of geography and reflect the subject s distinctive methodology and approach. These skills enrich students understanding of geography and enables them to apply the techniques of geography and use appropriate terminology. It is essential that the skills are covered throughout the whole syllabus and that they are introduced and integrated where appropriate, depending on the context, in the different themes and the HL extension. It is essential that the skills are all taught at some stage of the course and are not treated in isolation. Students are expected to demonstrate competence in the use of geographic skills in examination papers and internal assessment as appropriate. Those skills indicated below in italics are not assessed in the externally assessed examination papers. It is recognized that the ability to use Geographic Information Systems (GIS) is a valuable geographic tool that goes beyond many of the skills listed below. Where GIS is accessible and practical, its use is encouraged. However, the syllabus does not require GIS and it will not be used in the assessment.

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22 Assessment Assessment Objectives: There are four assessment objectives (AOs) for the SL and HL Diploma Programme geography course. Having followed the course at SL or HL, students will be expected to do the following. 1. Demonstrate knowledge and understanding of specified content Demonstrate knowledge and understanding of the core theme patterns and change Demonstrate knowledge and understanding of two optional themes at SL and three optional themes at HL At HL only, demonstrate knowledge and understanding of the HL extension global interactions In internal assessment, demonstrate knowledge and understanding of a specific geographic research topic 2. Demonstrate application and analysis of knowledge and understanding Apply and analyse geographic concepts and theories Identify and interpret geographic patterns and processes in unfamiliar information, data and cartographic material Demonstrate the extent to which theories and concepts are recognized and understood in particular contexts 3. Demonstrate synthesis and evaluation Examine and evaluate geographic concepts, theories and perceptions Use geographic concepts and examples to formulate and present an argument Evaluate materials using methodology appropriate for geographic fieldwork At HL only, demonstrate synthesis and evaluation of the HL extension global interactions 4. Select, use and apply a variety of appropriate skills and techniques Select, use and apply the prescribed geographic skills in appropriate contexts Produce well-structured written material, using appropriate terminology Select, use and apply techniques and skills appropriate to a geographic research question

23 Assessment Outline - SL

24 Assessment Outline - HL

25 Group 3 : Individuals and Societies History Nature of the Subject Group 3 subjects study individuals and societies. More commonly, these subjects are collectively known as the human sciences or social sciences. In essence, group 3 subjects explore the interactions between humans and their environment in time, space and place. History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present. Students of history should learn how the discipline works. It is an exploratory subject that poses questions without providing definitive answers. In order to understand the past, students must engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it. Students of history should appreciate the relative nature of historical knowledge and understanding, as each generation reflects its own world and preoccupations and as more evidence emerges. A study of history both requires and develops an individual s understanding of, and empathy for, people living in other periods and contexts. Diploma Programme history has an emphasis on world history and on making connections and comparisons between different regions. Thus Diploma Programme history provides both structure and flexibility, fostering an understanding of major historical events in a global context. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions. The content of the history course is intrinsically interesting and it is hoped that many students who follow it will become fascinated with the discipline, developing a lasting interest in it, whether or not they continue to study it formally. The international perspective in Diploma Programme history provides a sound platform for the promotion of international understanding and, inherently, the intercultural awareness necessary to prepare students for global citizenship. Above all, it helps to foster respect and understanding of people and events in a variety of cultures throughout the world. Distinction between SL and HL History will be available at SL and HL. There is a common core curriculum for SL and HL students, consisting of subjects and topics from a prescribed framework. HL students are required, in addition, to undertake an in-depth study of a period of history specific to a particular world region. This is assessed in an additional external assessment, which reduces the weighting of common SL/HL assessments for HL students.

26 Prior learning Students need not have studied history prior to starting this course. In particular, it is neither expected nor required that specific subjects have been studied for national or international qualifications in preparation for this course. The specific skills and knowledge required are developed throughout the course itself. History and theory of knowledge Students in group 3 subjects like History are required to evaluate knowledge claims by exploring knowledge issues such as validity, reliability, credibility, certainty and individual, as well as cultural, perspectives. Having followed a course of study in group 3, students should be able to reflect critically on the various ways of knowing and on the methods used in human sciences, and in so doing become inquiring, knowledgeable and caring young people (IB mission statement). During the course a number of issues will arise that highlight the relationship between theory of knowledge and history. Teachers will encourage consideration of ideas such as the role of history in understanding the present or predicting the future, whether historical objectivity possible, whose history it is that we study, and if history can be considered in any sense scientific? History Aims 1. encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; the history and development of social and cultural institutions 2. develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society 3. enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material 4. promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies 5. develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity 6. enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty. 7. promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations

27 8. encourage an understanding of the present through critical reflection upon the past 9. encourage an understanding of the impact of historical developments at national, regional and international levels 10. develop an awareness of one s own historical identity through the study of the historical experiences of different cultures. Assessment objectives Assessment objective 1: Knowledge and understanding Recall and select relevant historical knowledge Demonstrate an understanding of historical context Demonstrate an understanding of historical processes: cause and effect; continuity and change Understand historical sources Deploy detailed, in-depth knowledge (HL) Demonstrate knowledge and understanding of a specific historical topic Assessment objective 2: Application and interpretation Apply historical knowledge as evidence Show awareness of different approaches to, and interpretations of, historical issues and events Compare and contrast historical sources as evidence Present a summary of evidence Assessment objective 3: Synthesis and evaluation Evaluate different approaches to, and interpretations of, historical issues and events Evaluate historical sources as evidence Evaluate and synthesize evidence from both historical sources and background knowledge Develop critical commentary using the evidence base Synthesize by integrating evidence and critical commentary (HL) Present an analysis of a summary of evidence Assessment objective 4: Use of historical skills Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments Demonstrate evidence of research skills, organization and referencing A curriculum review for History is currently in its final stages. A new subject guide will be published in January Until that time, the syllabus and assessment information below is indicative provisional.

28 Syllabus Outline The topics below have been selected to form a comprehensive global history course spanning the 19 th and 20 th centuries. HL students will also examine in depth a longer history Asia and Oceania, informing understanding about our region s place in a broader historical narrative. Syllabus Component Prescribed Subject Conflict and Intervention Case studies: Rwanda ( ) and Kosovo ( ) Teaching hours SL HL World History Topics Independence movements ( ) Evolution and development of democratic states ( ) Further content information available January HL Depth Study History of Asia and Oceania Further content information available January Internal Assessment Historical Investigation Total teaching hours

29 Assessment Outline SL Assessment Component External assessment (2 hours 30 minutes) Paper 1 (1hour) Prescribed subject case studies Assessment objectives 1-3 (25marks) Paper 2 (1 hour 30 minutes) World History topics Assessment objectives 1-4 (40 marks) Weighting 75% 30% 45% Internal assessment 25% Historical investigation on any area of the syllabus Approximately 20 hours Assessment objectives 1-4 (25 marks) Assessment Outline HL Assessment Component External assessment (5 hours) Paper 1 (1hour) Prescribed subject case studies Assessment objectives 1-3 (25marks) Paper 2 (1 hour 30 minutes) World History topics Assessment objectives 1-4 (40 marks) Paper 3 (2 hours 30 minutes) HL Depth Study Assessment objectives 1-4 (60 marks) Weighting 80% 20% 25% 35% Internal assessment 20% Historical investigation on any area of the syllabus Approximately 20 hours Assessment objectives 1-4 (25 marks)

30 Group 3: Individuals and Societies Economics Nature of the subject Economics is a dynamic social science, forming part of group 3 individuals and societies. 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 emphasizes 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. The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students awareness of their own responsibilities at a local, national and international level. 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. Distinction between SL and HL SL and HL students of economics are presented with a common syllabus, with an HL extension in some topics. The syllabus for both SL and HL students requires the development of certain skills and techniques, attributes and knowledge as described in the assessment objectives of the programme. While the skills and activity of studying economics are common to both SL and HL students, the HL student is required to acquire a further body of knowledge including the ability to analyse, synthesize and evaluate that knowledge and to develop quantitative skills in order to explain and analyse economic relationships. Prior Learning The economics course requires no specific prior learning. No particular background in terms of specific subjects studied for national or international qualifications is expected or required. The specific skills of the economics course are developed within the context of the course itself. The ability to understand and explain abstract concepts and the ability to write in a logically structured manner are distinct advantages in economics. These quantitative skills are specifically assessed at HL in paper 3.

31 Economics and theory of knowledge Students of group 3 subjects study individuals and societies. This means that they explore the interactions between humans and their environment in time and place. As a result, these subjects are often known collectively as the human sciences or social sciences. As with other subject areas, there is a variety of ways in which to gain knowledge in group 3 subjects. For example, archival evidence, data collection, experimentation, observation, inductive and deductive reasoning can all be used to help explain patterns of behaviour and lead to knowledge claims. Students in group 3 subjects are required to evaluate these knowledge claims by exploring knowledge issues such as validity, reliability, credibility, certainty, and individual as well as cultural perspectives. The relationship between each subject and theory of knowledge (TOK) is of crucial importance and fundamental to the Diploma Programme. Having followed a course of study in group 3, students should be able to reflect critically on the various ways of knowing and the methods used in human sciences, and in doing so, become the inquiring, knowledgeable and caring young people of the IB mission statement. During the economics course a number of issues will arise that highlight the relationships between TOK and economics. Some of the questions that could be considered during the course are identified within the syllabus. Teachers and their students are encouraged to explore further questions of their own. Group three aims and extra economics aims The aims of all subjects in group 3, individuals and societies are to: 1. encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions 2. develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society 3. enable the student to collect, describe and analyse data used in studies of society, to test hypotheses, and to interpret complex data and source material 4. promote the appreciation of the way in which learning is relevant both to the culture in which the student lives, and to the culture of other societies 5. develop an awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity 6. enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the tolerance of uncertainty Additional economics aims include: 7. develop an understanding of microeconomic and macroeconomic theories and concepts and their real-world application 8. develop an appreciation of the impact on individuals and societies of

32 economic interactions between nations 9. develop an awareness of development issues facing nations as they undergo the process of change Assessment objectives in practice Assessment Objectives 1.1 Knowledge and understanding SL/HL Paper 1 Sl/HL Paper 2 HL Paper 3 SL/HL Internal Assessment Overall 30% 35% 30% 20% 30% SL 30% HL 1.2 Application and analysis 30% 30% 30% 35% 30% SL 30% HL 1.3 Synthesis and evaluation 20% 25% 0% 25% 25% SL 20% HL 1.4 Selection, use and application of a variety of appropriate skills and techniques 20% 10% 40% 20% 15% SL 20% HL Syllabus Outline Syllabus component Teaching hours SL Teaching hours HL Section 1: Microeconomics Competitive markets: demand and supply (some topics HL only) 1.2 Elasticity 1.3 Government intervention (some topics HL extension plus one topic HL only 1.4 Market failure (some topics HL only) 1.5 Theory of the firm and market structures (HL only) Section 2: Macroeconomics The level of overall economic activity (one topic HL extension) 2.2 Aggregate demand and aggregate supply (one topic HL only) 2.3 Macroeconomic objectives (some topics HL extension plus one topic HL only) 2.4 Fiscal policy 2.5 Monetary policy 2.6 Supply-side policies

33 Section 3: International Economics International trade (one topic HL extension, plus one topic HL only) 3.2 Exchange rates (some topics HL extension) 3.3 The balance of payments (one topic HL extension, plus some topics HL only) 3.4 Economic integration (one topic HL extension) 3.5 Terms of trade (HL only) Section 4: Development economics Economic development 4.2 Measuring development 4.3 The role of domestic factors 4.4 The role of international trade (one topic HL extension) 4.5 The role of foreign direct investment (FDI) 4.6 The roles of foreign aid and multilateral development assistance 4.7 The role of international debt 4.8 The balance between markets and intervention Internal Assessment Portfolio of three commentaries Total teaching hours Structure of the syllabus The syllabus consists of four sections: Microeconomics Macroeconomics International economics Development economics These four sections will be examined and assessed. Each section is divided into sub-sections. These are, in turn, divided into subtopics, some of which include further HL material. Each sub-topic is broken down into a number of further ideas, which have command terms that determine the learning outcome. Only topics listed in these columns will be selected for assessment in the examination papers. Where including is followed by a list (for example, Discuss the limitations of interventionist policies, including excessive bureaucracy, poor planning and intervention ), these must be studied. Examination questions will not exceed the demands of the command terms used in this syllabus, although the command terms used do not prescribe the exact wording of examination questions. Economic terms, diagrams and examples must be used correctly.

34 Group 4: Sciences Group 4 Aims Through studying biology, chemistry or physics, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes these subjects. The aims enable students, through the overarching theme of the Nature of science, to: 1. appreciate scientific study and creativity within a global context through stimulating and challenging opportunities 2. acquire a body of knowledge, methods and techniques that characterize science and technology 3. apply and use a body of knowledge, methods and techniques that characterize science and technology 4. develop an ability to analyse, evaluate and synthesize scientific information 5. develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities 6. develop experimental and investigative scientific skills including the use of current technologies 7. develop and apply 21st century communication skills in the study of science 8. become critically aware, as global citizens, of the ethical implications of using science and technology 9. develop an appreciation of the possibilities and limitations of science and technology 10. develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. Assessment objectives The assessment objectives for biology, chemistry and physics reflect those parts of the aims that will be formally assessed either internally or externally. These assessments will centre upon the nature of science. It is the intention of these courses that students are able to fulfill the following assessment objectives: 1. Demonstrate knowledge and understanding of: a. facts, concepts and terminology b. methodologies and techniques c. communicating scientific information. 2. Apply: a. facts, concepts and terminology b. methodologies and techniques c. methods of communicating scientific information. 3. Formulate, analyse and evaluate: a. hypotheses, research questions and predictions b. methodologies and techniques c. primary and secondary data d. scientific explanations. 4. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

35 Science and the international dimension Science itself is an international endeavour the exchange of information and ideas across national boundaries has been essential to the progress of science. This exchange is not a new phenomenon but it has accelerated in recent times with the development of information and communication technologies. Indeed, the idea that science is a Western invention is a myth many of the foundations of modern-day science were laid many centuries before by Arabic, Indian and Chinese civilizations, among others. Teachers are encouraged to emphasize this contribution in their teaching of various topics, perhaps through the use of timeline websites. The scientific method in its widest sense, with its emphasis on peer review, openmindedness and freedom of thought, transcends politics, religion, gender and nationality. Where appropriate within certain topics, the syllabus details sections in the group 4 guides contain links illustrating the international aspects of science. On an organizational level, many international bodies now exist to promote science. United Nations bodies such as UNESCO, UNEP and WMO, where science plays a prominent part, are well known, but in addition there are hundreds of international bodies representing every branch of science. The facilities for largescale research in, for example, particle physics and the Human Genome Project are expensive, and only joint ventures involving funding from many countries allow this to take place. The data from such research is shared by scientists worldwide. Group 4 teachers and students are encouraged to access the extensive websites and databases of these international scientific organizations to enhance their appreciation of the international dimension. Increasingly there is a recognition that many scientific problems are international in nature and this has led to a global approach to research in many areas. The reports of the Intergovernmental Panel on Climate Change are a prime example of this. On a practical level, the group 4 project (which all science students must undertake) mirrors the work of real scientists by encouraging collaboration between schools across the regions. The power of scientific knowledge to transform societies is unparalleled. It has the potential to produce great universal benefits, or to reinforce inequalities and cause harm to people and the environment. In line with the IB mission statement, group 4 students need to be aware of the moral responsibility of scientists to ensure that scientific knowledge and data are available to all countries on an equitable basis and that they have the scientific capacity to use this for developing sustainable societies. Students attention should be drawn to sections of the syllabus with links to international-mindedness. Examples of issues relating to international-mindedness are given within sub-topics in the syllabus content. Teachers could also use resources found on the Global Engage website ( ibo.org). Science and theory of knowledge The theory of knowledge (TOK) course (first assessment 2015) engages students in reflection on the nature of knowledge and on how we know what we claim to know. The course identifies eight ways of knowing: reason, emotion, language, sense perception, intuition, imagination, faith and memory. Students explore these means of producing knowledge within the context of various areas of knowledge: the natural sciences, the social sciences, the arts, ethics, history, mathematics, religious knowledge systems and indigenous knowledge systems. The course also requires

36 students to make comparisons between the different areas of knowledge, reflecting on how knowledge is arrived at in the various disciplines, what the disciplines have in common, and the differences between them. TOK lessons can support students in their study of science, just as the study of science can support students in their TOK course. TOK provides a space for students to engage in stimulating wider discussions about questions such as what it means for a discipline to be a science, or whether there should be ethical constraints on the pursuit of scientific knowledge. It also provides an opportunity for students to reflect on the methodologies of science, and how these compare to the methodologies of other areas of knowledge. It is now widely accepted that there is no one scientific method, in the strict Popperian sense. Instead, the sciences utilize a variety of approaches in order to produce explanations for the behaviour of the natural world. The different scientific disciplines share a common focus on utilizing inductive and deductive reasoning, on the importance of evidence, and so on. Students are encouraged to compare and contrast these methods with the methods found in, for example, the arts or in history. In this way there are rich opportunities for students to make links between their science and TOK courses. One way in which science teachers can help students to make these links to TOK is by drawing students attention to knowledge questions which arise from their subject content. Knowledge questions are open-ended questions about knowledge, and include questions such as: How do we distinguish science from pseudoscience? When performing experiments, what is the relationship between a scientist s expectation and their perception? How does scientific knowledge progress? What is the role of imagination and intuition in the sciences? What are the similarities and differences in methods in the natural sciences and the human sciences? Examples of relevant knowledge questions are provided throughout this guide within the sub-topics in the syllabus content. Teachers can also find suggestions of interesting knowledge questions for discussion in the Areas of knowledge and Knowledge frameworks sections of the TOK guide. Students should be encouraged to raise and discuss such knowledge questions in both their science and TOK classes. Group 4: Sciences Biology Nature of Biology Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through reproduction and natural selection, have given rise to the 8 million or so different species alive today. Estimates vary, but over the course of evolution 4 billion species could have been produced. Most of these flourished for a period of time and then became extinct as new, better adapted species took their place. There have been at least five periods when very large numbers of species

37 became extinct and biologists are concerned that another mass extinction is under way, caused this time by human activity. Nonetheless, there are more species alive on Earth today than ever before. This diversity makes biology both an endless source of fascination and a considerable challenge. An interest in life is natural for humans; not only are we living organisms ourselves, but we depend on many species for our survival, are threatened by some and coexist with many more. From the earliest cave paintings to the modern wildlife documentary, this interest is as obvious as it is ubiquitous, as biology continues to fascinate young and old all over the world. The word biology was coined by German naturalist Gottfried Reinhold in 1802 but our understanding of living organisms only started to grow rapidly with the advent of techniques and technologies developed in the 18th and 19th centuries, not least the invention of the microscope and the realization that natural selection is the process that has driven the evolution of life. Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many areas of research in biology are extremely challenging and many discoveries remain to be made. Biology is still a young science and great progress is expected in the 21st century. This progress is sorely needed at a time when the growing human population is placing ever greater pressure on food supplies and on the habitats of other species, and is threatening the very planet we occupy. Placement of students in group 4 biology course Students who have been studying biology in level one NCEA will be able to continue that language in the IB Diploma Programme. Distinction between SL and HL Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes, as described in the Assessment objectives section of the guide. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth. Prior learning Past experience shows that students will be able to study a group 4 science subject at SL successfully with no background in, or previous knowledge of, science. Their approach to learning, characterized by the IB learner profile attributes, will be significant here. However, for most students considering the study of a group 4 subject at HL, while there is no intention to restrict access to group 4 subjects, some previous exposure to formal science education would be necessary. Specific topic

38 details are not specified but students who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent national science qualification or a school-based science course would be well prepared for an HL subject. Syllabus Outline The core with topics common to both levels is divided into six areas and is a required area of study. Cell Biology Molecular biology Genetics Ecology Evolution an biodiversity Human physiology Also, at HL, students study five more topics. Nucleic Acids Metabolism, cell respiration and photosynthesis Plant biology Genetics and evolution Animal physiology It is essential that teachers are allowed the prescribed minimum number of teaching hours necessary to meet the requirements of the Biology course. At SL the minimum prescribed number of hours is 150 and at HL it is 240 hours. Options There is then an option paper, where students do one of the four options. Neurobiology and behaviour Biotechnology. Ecology Human Physiology (preferred option) Assessment Standard Level

39 Higher Level Group 4: Sciences Chemistry Nature of Chemistry Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. Earth, water, air and fire are often said to be the four classical elements. They have connections with Hinduism and Buddhism. The Greek philosopher Plato was the first to call these entities elements. The study of chemistry has changed dramatically from its origins in the early days of alchemists, who had as their quest the transmutation of common metals into gold. Although today alchemists are not regarded as being true scientists, modern chemistry has the study of alchemy as its roots. Alchemists were among the first to develop strict experimentation processes and laboratory techniques. Robert Boyle, often credited with being the father of modern chemistry, began experimenting as an alchemist. Despite the exciting and extraordinary development of ideas throughout the history of chemistry, certain things have remained unchanged. Observations remain essential at the very core of chemistry, and this sometimes requires decisions about what to look for. The scientific processes carried out by the most eminent scientists in the past are the same ones followed by working chemists today and, crucially, are also accessible to students in schools. The body of scientific knowledge has grown in size and complexity, and the tools and skills of theoretical and experimental chemistry have become so specialized, that it is difficult (if not impossible) to be highly proficient in both areas. While students should be aware of this, they should also know that the free and rapid interplay of theoretical ideas and experimental results in the public scientific literature maintains the crucial link between these fields. The Diploma Programme chemistry course includes the essential principles of the subject but also, through selection of an option, allows teachers some flexibility to