IB Diploma Programme Subject Options 2018-2019
THE IB LEARNER PROFILE The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The IB learner profile represents 10 attributes valued by the IB and Collegio San Carlo. As IB learners we strive to be: INQUIRERS We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. KNOWLEDGEABLE We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. THINKERS We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. COMMUNICATORS We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. PRINCIPLED We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. OPEN-MINDED We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. CARING We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. RISK-TAKERS We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. BALANCED We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being or ourselves and others. We recognize our interdependence with other people and with the world in which we live. REFLECTIVE We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. 1
CONTENTS THE IB LEARNER PROFILE 1 CONTENTS 2 WELCOME TO IB SAN CARLO 3 I - IB DIPLOMA PROGRAMME - OVERVIEW 4 WHAT IS THE IB DIPLOMA PROGRAMME? 4 The curriculum 4 The Diploma Programme Core 4 Assessment 5 The IB Diploma Programme Curriculum Model 5 II - IB DP SUBJECTS AT SAN CARLO 6 OVERVIEW OF SUBJECT OFFERING 2018-2019 6 IB DIPLOMA PROGRAMME - SUBJECT DESCRIPTIONS 7 GROUP 1 - STUDIES IN LANGUAGE & LITERATURE 7 English A: language and literature 7 Italian A: literature 8 GROUP 2 - LANGUAGE ACQUISITION 9 English B - French B - Italian B - Spanish B 9 Italian ab initio 10 GROUP 3 - INDIVIDUALS AND SOCIETIES 11 Economics 11 History 12 GROUP 4 - SCIENCES 12 Biology 13 Chemistry 13 Physics 14 GROUP 5 - MATHEMATICS 15 Mathematics Standard Level 15 Mathematics Higher Level 15 GROUP 6 - THE ARTS 16 Film (Pamoja Online Course)* 16 III - CHOOSING YOUR IB DP SUBJECTS 17 General advice 17 Entry to university 17 2
WELCOME TO IB SAN CARLO Since 2017, Collegio San Carlo offers the prestigious International Baccalaureate (IB) Diploma Programme, an academically rigorous and challenging program that is recognized in most countries of the world as a university entrance qualification. Participation in this programme demands hard work, a mature attitude and self-discipline. An application to join should be an informed decision, made only after students and their families have a thorough understanding of both the IB Diploma Programme as well as the school context. This Subject Options booklet aims to give a general overview of the IB Diploma Programme and a more specific description of the courses that San Carlo may offer - depending on interest - in the 2018-2019 academic year. Lastly, it provides some guidance on how to select appropriate subjects. It is very important students make subject choices that are well researched and that suit their future educational aspirations. Careful consideration of the courses and advance planning will ensure the best programme of study to help IB students at San Carlo reach their academic - and personal - goals. 3
I - IB DIPLOMA PROGRAMME - OVERVIEW WHAT IS THE IB DIPLOMA PROGRAMME? The IB Diploma Programme is an academically challenging and balanced programme of education, with final examinations, that prepares students aged 16 to 19 for success at university and in life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme has gained recognition and respect from the world s leading universities. The curriculum DP students must choose one course from each of five subject groups delivering a breadth of knowledge and understanding in language and literature, individuals and societies, the sciences and mathematics. Furthermore, students must also choose either an arts course from the arts group or a second course from one of the other subject groups. DP courses can be taken at higher level (HL) or standard level (SL). At least three, and not more than four, are taken at HL, while the remaining courses are taken at SL. SL courses ensure students are exposed to a range of disciplines that they might otherwise opt out of, and HL courses allow students to spend more time with subjects they are more interested in by exploring options in addition to the SL core curriculum. In this sense, all DP courses, regardless of whether they are SL or HL, are integral to the programme. In addition to disciplinary and interdisciplinary study, the DP features three core elements that broaden students educational experience and challenge them to apply their knowledge and skills. The Diploma Programme Core The extended essay (EE) requires students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies EE option allows students to focus on a topic of global significance, which they examine through the lens of at least two DP subjects. Theory of knowledge (TOK) develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction. Creativity, activity, service (CAS) emphasizes helping students to develop their own identities in accordance with the ethical principles embodied in the IB mission statement and the IB learner profile. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. It involves students in a range of activities alongside their academic studies throughout the DP. The three strands of CAS are creativity (exploring and extending ideas leading to an original or interpretive product or performance), activity (physical exertion contributing to a healthy lifestyle) and service (collaborative and reciprocal engagement with the community in response to an authentic need). 4
Assessment Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners. The grades awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on TOK and the EE. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the CAS requirement. The highest total that a DP student can be awarded is 45 points. Assessment is criterion-related, which means student performance is measured against specified assessment criteria based on the aims and objectives of each subject s curriculum, rather than the performance of other students taking the same examinations. The IB Diploma Programme Curriculum Model 5
II - IB DP SUBJECTS AT SAN CARLO OVERVIEW OF SUBJECT OFFERING 2018-2019 IB Diploma Programme Subject Group Group 1 - Studies in Language & Literature Group 2 - Language Acquisition Subjects offered at San Carlo English A: Language & Literature Italian A: Literature English B French B Spanish B Italian B Italian ab initio Group 3 - Individuals & Societies Economics History Group 4 - Sciences Group 5 - Mathematics Group 6 - The Arts* Biology Chemistry Physics Mathematics Standard Level Mathematics Higher Level Film Standard Level** * Instead of a Group 6 subject, students may study a 2nd Group 3 subject or a 2nd Group 4 subject ** Offered as an online course through Pamoja Please note The inclusion of a subject does not guarantee that it will be offered or will necessarily fit into the student s schedule. The scheduling of a course is dependent on a minimum number of students wishing to take it and the most effective utilization of teachers in particular subject areas and courses. 6
IB DIPLOMA PROGRAMME - SUBJECT DESCRIPTIONS GROUP 1 - STUDIES IN LANGUAGE & LITERATURE As part of the Diploma Programme (DP), students take at least one subject from studies in language and literature. The courses offer a broad range of texts, and students grow to appreciate a language s complexity, wealth and subtleties in a variety of contexts. Students take their studies in a language in which they are academically competent. Through studies in language and literature, the DP aims to develop a student's lifelong interest in language and literature, and a love for the elegance and richness of human expression. At San Carlo, the following subjects are offered: English A: language and literature Italian A: literature English A: language and literature The English A: language and literature course introduces the critical study and interpretation of written and spoken texts from a wide range of literary and non literary genres. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. English A: language and literature aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices. The course also encourages students to question the meaning generated by language and texts. 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. The study of literature in translation from other cultures is especially important to IB DP students because it contributes to a global perspective. Texts are chosen from a variety of sources, genres and media. The course is organized into four parts, each focussed on the study of either literary or non-literary texts. Together, the four parts of the course allow the student to explore the language A in question through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy. Key features Available at higher and standard level Students study 6 works at higher level and 4 works at standard level from a representative selection of genres, periods and places Students develop the techniques needed for the critical analysis of communication, becoming alert to interactions between text, audience and purpose 7
An understanding of how language, culture and context determine the construction of meaning is developed through the exploration of texts, some of which are studied in translation, from a variety of cultures, periods and genres Students are assessed through a combination of formal examinations, written coursework and oral activities The formal examination comprises two essay papers, one requiring the analysis of unseen literary and non-literary texts, and the other a response to a question based on the literary works studied Students also produce written tasks in a variety of genres, and perform two oral activities presenting their analysis of works read Italian A: literature The Italian A: literature course develops understanding of the techniques involved in literary criticism and promotes the ability to form independent literary judgments. In this subject, the formal analysis of texts and wide coverage of a variety of literature both in the language of the subject and in translated texts from other cultural domains is combined with a study of the way literary conventions shape responses to texts. Students completing this course will have a thorough knowledge of a range of texts and an understanding of other cultural perspectives. They will also have developed skills of analysis and the ability to support an argument in clearly expressed writing, sometimes at significant length. This course will enable them to succeed in a wide range of university courses, particularly in literature but also in subjects such as philosophy, law and language. Texts studied are chosen from the prescribed literature in translation (PLT) list and the prescribed list of authors (PLA) or elsewhere. The PLT list is a wide-ranging list of works in translation, from a variety of languages, allowing teachers to select works in a language different from the language of the examination. The PLA lists authors from the language of the examination. The authors on the list are appropriate for students aged 16 to 19. The course is organized into four parts, each focused on a group of literary works. Together, the four parts of the course add up to a comprehensive exploration of literature from a variety of cultures, genres and periods. Students learn to appreciate the artistry of literature, and develop the ability to reflect critically on their reading, presenting literary analysis powerfully through both oral and written communication. Key features Available at higher and standard level Students study 13 works at higher level and 10 works at standard level from a representative selection of genres, periods and places Students develop the ability to engage in close, detailed analysis of literary works, building understanding of the techniques involved in literary criticism 8
The study of literary works in context is emphasised, and through the study of literature in translation the student is challenged to reflect on the role of cultural assumptions in interpretation Students are assessed through a combination of formal examinations, written coursework and oral activities The formal examination comprises two essay papers, one requiring the analysis of a passage of unseen literary text, and the other a response to a question based on the works studied Students also produce a written assignment based on the works studied in translation, and perform two oral activities presenting their analysis of works read GROUP 2 - LANGUAGE ACQUISITION The main emphasis of the group2 courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language. At San Carlo, the following subjects are offered: English B French B Italian B Spanish B Italian Ab Initio English B - French B - Italian B - Spanish B The IB DP language B course provides students with the opportunity to acquire or develop an additional language and to promote an understanding of other cultures through the study of language. Language B is designed for students who possess a degree of knowledge and experience in the target language. Those learning a language B at higher level should be able to follow university courses in other disciplines in the language B that is studied. Key features Available at standard (SL) and higher levels (HL) Interactive, productive and receptive skills are developed through contextualized study of language, texts and themes Intercultural understanding and plurilingualism are key goals of the course Students are exposed to a variety of authentic texts and they produce work in a variety of communicative contexts Students are assessed both externally and internally 9
External assessment at SL consists of exercises to demonstrate understanding of authentic print texts based on the core themes (receptive skills), a writing exercise based on the options (productive skills), and a written assignment based on the core themes (integrating receptive and productive skills) External assessment at HL consists of exercises to demonstrate understanding of authentic print texts based on the core themes (receptive skills), two writing exercises, one based on the core and the other based on the options (productive skills), and a written assignment based on one of the literary texts (integrating receptive and productive skills) Internal assessment at both SL and HL tests students abilities in listening and speaking in a genuine conversation format (integrating receptive, productive and interactive skills). Internal assessment consists of an individual oral based on the options (presentation and discussion with the teacher), and an interactive oral based on the core (three classroom activities assessed by the teacher) Italian ab initio Italian ab initio course is a language acquisition course for students with little or no experience of the language. The course is organized into three themes: individual and society, leisure and work, and urban and rural environment. Each theme comprises a list of topics that provide students with opportunities to practice and explore the language and to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students develop the ability to respond and interact appropriately in a defined range of everyday situations. Only available at standard level (SL) Interactive, productive and receptive skills are developed through contextualized study of language, texts and themes Intercultural understanding is a key goal of the course Students are exposed to a variety of authentic texts and they produce work in a variety of communicative contexts Students are assessed both externally and internally External assessment consists of exercises to demonstrate understanding of authentic print texts (receptive skills), two short writing exercises (productive skills), and a written assignment (integrating receptive and productive skills) Internal assessment tests students abilities in listening and speaking in a genuine conversation format (integrating receptive, productive and interactive skills). Internal assessment consists of a presentation and follow-up questions based on a visual stimulus, and a general conversation with the teacher based in part on the written assignment 10
GROUP 3 - INDIVIDUALS AND SOCIETIES Studying any one of these subjects provides for the development of a critical appreciation of: human experience and behaviour the varieties of physical, economic and social environments that people inhabit the history of social and cultural institutions. In addition, each subject is designed to foster in students the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies. At San Carlo, the following subjects are offered: Economics History Economics 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 dynamic social science, economics uses scientific methodologies that include quantitative and qualitative elements. The 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. At both standard level and higher level, candidates are required to study four topics: microeconomics, macroeconomics, international economics and development economics with some sub-topics within these reserved solely for higher level. These sections are assessed by two examinations at standard level and three examinations at higher level. 11
In addition to the examinations, candidates must submit an internal assessment. Both standard level and higher level economics students must produce a portfolio of three commentaries based on articles from published news media. History History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. It is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today. The Diploma Programme (DP) history course is a world history course based on a comparative, multi-perspective approach to history and focused around key historical concepts such as change, causation and significance. It involves the study of a variety of types of history, including political, economic, social and cultural, encouraging students to think historically and to develop historical skills. In this way, the course involves a challenging and demanding critical exploration of the past. The DP history course requires students to study and compare examples from different regions of the world, helping to foster international mindedness. Teachers have a great deal of freedom to choose relevant examples to explore with their students, helping to ensure that the course meets their students needs and interests regardless of their location or context. History is available at both Standard Level (SL) and Higher Level (HL). GROUP 4 - SCIENCES The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community. At San Carlo, the following subjects are offered: Biology Chemistry Physics 12
Biology Biologists investigate 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 discoveries remain to be made and great progress is expected in the 21st century. Through studying a science subject 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, the emphasis on a practical approach. In addition, through the overarching theme of the Nature of Science this knowledge and skills will be put into the context of way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour. Key features Available at standard (SL) and higher levels (HL) Students are assessed both externally and internally Biology students at SL and HL undertake a common core syllabus and a common internal assessment (IA) scheme. While there are core skills and activities common to both SL and HL students, students at HL are required to study the options and some topics in greater depth as well as some additional topics. The distinction between SL and HL is one of breadth and depth. A practical approach to the course delivery is emphasised through the interdisciplinary group 4 project and a mixture of both short-term and long-term experiments and investigations. Internal assessment accounts for 20% of the final assessment and this is assessed through a single individual investigation. This investigation may involve a hands-on approach, use of databases, modelling, simulation or a hybrid. Student work is internally assessed by the teacher and externally moderated by the IB. 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 often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science. Through studying a science subject 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, the emphasis on a practical approach. In addition, through the overarching theme of the Nature of Science this knowledge and skills will be put into the context of way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour. 13
Key features Available at standard (SL) and higher levels (HL) Students are assessed both externally and internally Chemistry students at SL and HL undertake a common core syllabus and a common internal assessment (IA) scheme. While there are core skills and activities common to both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the options. The distinction between SL and HL is one of breadth and depth. A practical approach to the course delivery is emphasised through the interdisciplinary group 4 project and a mixture of both short-term and long-term experiments and investigations. Internal assessment accounts for 20% of the final assessment and this is assessed through a single individual investigation. This investigation may involve a hands-on approach, use of databases, modelling, simulation or a hybrid. Student work is internally assessed by the teacher and externally moderated by the IB. Physics Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Through studying a science subject 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, the emphasis is on a practical approach. In addition, through the overarching theme of the Nature of Science this knowledge and skills will be put into the context of the way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour. Key features Available at standard (SL) and higher levels (HL) Students are assessed both externally and internally Physics students at SL and HL undertake a common core syllabus and a common internal assessment (IA) scheme. While there are core skills and activities common to both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the options. The distinction between SL and HL is one of breadth and depth. A practical approach to the course delivery is emphasised through the interdisciplinary group 4 project and a mixture of both short-term and long-term experiments and investigations. 14
Internal assessment accounts for 20% of the final assessment and this is assessed through a single individual investigation. This investigation may involve a hands-on approach, use of databases, modelling, simulation or a hybrid. Student work is internally assessed by the teacher and externally moderated by the IB. GROUP 5 - MATHEMATICS The aims of group 5 courses are to enable students to: develop mathematical knowledge, concepts and principles develop logical, critical and creative thinking employ and refine their powers of abstraction and generalization. Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives. At San Carlo, the following subjects are offered: Mathematics Standard Level (SL) Mathematics Higher Level (HL) Mathematics Standard Level Mathematics Standard Level (SL) focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. This course does not have the depth found in the mathematics HL courses. Students wishing to study subjects with a high degree of mathematical content should therefore opt for a mathematics HL course rather than a mathematics SL course. Mathematics Higher Level Mathematics Higher Level (HL) focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. 15
Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They should also be encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth. Students wishing to study mathematics in a less rigorous environment should therefore opt for one of the standard level courses, mathematics SL or mathematical studies SL. GROUP 6 - THE ARTS Film (Pamoja Online Course)* Part of the IB Diploma subject group 6, the arts, Film develops students skills so that they become adept in interpreting and making film texts. Through the analysis of film texts and exercises in film-making, the course explores film history, theory and socio-economic background. It also develops students critical abilities, enabling them to appreciate the variety of cultural and historical perspectives in film. Film as an online course is only available at Standard Level (SL). For more information, see https://www.pamojaeducation.com/film-sl/ * Pamoja Education offers online courses, supervised by qualified DP teachers. Only highly-motivated, independent learners should take an online course 16
III - CHOOSING YOUR IB DP SUBJECTS General advice In order to arrive at the right choice of IB DP subjects you must balance three factors: academic strengths and interests personal abilities and aptitudes the implications of your choice for higher education and future career path You might be tempted to choose a subject because your best friend is going to do it. Try to resist peer pressure: it may not be the best subject for you. Studying different subjects does not mean you will never see your friends. The IB Diploma Programme is designed to give students with different linguistic, cultural and educational backgrounds an excellent pathway to higher education across the globe. If you have no clear career ideas as yet, do not worry. Talk to relevant teachers, IB students and graduates to learn as much as you can. Choose subjects which you find stimulating, interesting and enjoyable. If you choose subjects in which you are not interested you will find it hard to become motivated and achieve good grades. 1 Entry to university To keep options open for university choices later, you need to be aware of the IB requirements at universities where you might want to apply. Start by investigating the general IB requirements of universities in each country under consideration. The general IB recognition policies are listed by country on the IBO website. UK, Europe, and Canada Many bachelor courses in the UK, Europe, and Canada require students to have studied certain subjects at an advanced level. For example, the entrance requirements for a chemistry course in one UK university might require a 6 in HL Chemistry and a 5 in HL Maths or another physical science. Start with a general overview of what courses are required by type of course no matter which of these countries you are considering. The Russell Group of universities in the UK explains in more detail what advanced subjects are generally needed for different university courses, as well as which subjects can give you the most options. For specific entrance requirements, google the name of the university you are interested in along with admissions requirements and international baccalaureate. Or, for UK universities, search by course and university on the UCAS website. Most universities around the world have both their general IB requirements and any specific course requirements listed on their website as, for example, does McGill University in Canada. 1 Adjusted from http://www.globaluniversitychoices.com/2017/07/05/choosing-ib-subjects/ 17
Switzerland Swiss universities accept the IB diploma if the student has chosen from a prescribed set of subjects and achieves certain marks. For example, no matter what course you choose to study, Math Studies is not accepted by Swiss universities, and the same is true in Germany. United States In general, US colleges and universities are less concerned about which subjects you take for the IB and pay more attention to how well you do throughout the Diploma programme. Key exceptions are when applying to highly competitive universities or to study engineering or business. The top universities in the US look for students taking the most rigorous curriculum and might not, for example, consider taking Sports Exercise and Health Science as rigorous as taking Biology, Chemistry, or Physics. Some Engineering departments will expect you to have taken HL Math and HL Physics or Chemistry. The most selective business schools also require very strong quantitative skills so they pay close attention to which math course you took and what grades you achieved. Students who intend to major in science will be better prepared if they have taken one of Biology, Chemistry, or Physics at HL and, depending on the science, Mathematics at HL. However, since many US institutions do not require a student to declare their major until the middle or end of the second year, students generally have a fair amount of flexibility to explore different subject areas and compensate for gaps in their earlier academic preparation. 18
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