Y K PAO IBDP Handbook 2018-2020

IBDP OPTIONS

CONTENTS 44 Psychology
48 Biology
5 Learner Profile 50 Physics
6 10 Reasons 52 Chemistry
7 Advice from IB students 54 Computer Science
56 Sports, Exercise and Health Science

 60 Mathematics
8 Introduction 66 Music
16 Theory of Knowledge 68 Visual Arts
18 Extended Essay 70 Theatre
20 Creativity, Activity and Service

24 Chinese A Language and Literature
26 English A Language and Literature

30 Language B
32 French ab initio
36 History
38 Business and Management
40 Economics
42 Geography

This handbook is edited and translated by Y K PAO IB Office

Welcome to our IB course selection handbook

Dear Parents and Students,

Welcome to our IBDP course selection handbook for 2018 – 2020. This is
our fourth year of IB selection as our second cohort of IB students prepare
to take their final examinations.

The aim of Y K Pao School is to provide students with a safe learning
environment that encourages all to strive to fulfill their potential by
challenging themselves and building resilience, self-regulation and
independence.

The International Baccalaureate diploma programme provides our students
with a globally recognized qualification and preparation for university
studies. The rigor of the academic work, demands of the Creativity, Activity
and Service requirements and the requirements of coursework and
academic honesty serve to mirror those at university level.

This handbook service to outline the subjects offered by the school and
provides an overview of the subject specific requirements for IB
assessments. We hope you find the information useful and if you have any
questions, please contact our subject teachers or IB coordinator.

Jayne Lund

IBDP Coordinator

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IB learner profilIB learner profile
IB learner proThe 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.
As IB learners we strive to be:

We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal histories, as
research. We know how to learn independently and with others. well as the values and traditions of others. We seek and evaluate a
We learn with enthusiasm and sustain our love of learning range of points of view, and we are willing to grow from the
throughout life. experience.

We develop and use conceptual understanding, exploring We show empathy, compassion and respect. We have a
knowledge across a range of disciplines. We engage with issues commitment to service, and we act to make a positive difference
and ideas that have local and global significance. in the lives of others and in the world around us.

We use critical and creative thinking skills to analyse and take We approach uncertainty with forethought and determination;
responsible action on complex problems. We exercise initiative in we work independently and cooperatively to explore new ideas
making reasoned, ethical decisions. and innovative strategies. We are resourceful and resilient in the
We express ourselves confidently and creatively in more than face of challenges and change.
one language and in many ways. We collaborate effectively, We understand the importance of balancing different aspects of
listening carefully to the perspectives of other individuals and our lives—intellectual, physical, and emotional—to achieve
groups. well-being for ourselves and others.We recognize our interdependence
We act with integrity and honesty, with a strong sense of fairness with other people and with the world in which we live.
and justice, and with respect for the dignity and rights of people We thoughtfully consider the world and our own ideas and
everywhere. We take responsibility for our actions and their experience. We work to understand our strengths and weaknesses
consequences. in order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like
them, can help individuals and groups become responsible members of local, national and global communities.

3

Rea1s0onsDP_IBO_POSTER_ENG_A2.pdf 1 07/04/14 15:23
why the IB Diploma Programme (DP) is ideal
preparation for university

1 2 3

It increases academic IB students care It encourages you to
opportunity about more than become a confident

Research*shows that DP graduates are much just results and independent
more likely to be enrolled at top higher learner
education institutions than entrants Through creativity, action, service (CAS)
you learn outside the classroom and
develop emotionally and ethically as
well as intellectually.

C

M For example, the extended essay
Y requires independent research
CM through an in-depth study.

MY

CY

5CMY
K
6crietniccTaohlutehrIaiBngkeisng gGlorbaadlulyatmesinadreed 4 inteIrtn’saatinonalLearn how to analyse and evaluate
qualificationissues, generate ideas and consider
Language classes encourage an
international mindset, key for
increasingly globalized societies.

new perspectives. The DP is recognized globally

by universities and employers.

79 10

DP students have Subjects are not It encourages
proven time taught in isolation breadth and

management skills Theory of knowledge (TOK) classes depth of learning
encourage you to make connections
Take good study habits and strong 8
time management to further between subjects.

education and the working world. You are able to choose courses from
six subject groups and study
It assesses more
than examination
techniques

Learn to understand, not just *Based on IB research - www.ibo.org/research
memorize facts or topics and
© International Baccalaureate Organization 2014
prepare for exams. International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Adjust to the fact that information is Don’t be overwhelmed by the
only part of learning, and much more comes a amount of work and think “OMG, i can’t
from analysis, evaluation and reflection. Get do it”, the leap from IGCSE to IB is indeed pretty
prepared and learn to self-study without teacher’s big. First of all, make sure you listen to and
help. You need to be organized to know what you understand everything your teacher say during classes. If
you feel confused, ASK! Second of all, a very important
are learning and relate it to other areas of part of IB is inquiry learning, meaning that you should not
knowledge because of the higher levels stop at what the teachers have told you in class, you
you have to learn outside the classroom.
standard level arrangement. Compared to IGCSE, IB depends more on

the studies.

I feel like you really need to work harder, and be
proactive about your own learning. you won’t be able
to understand everything just from those lessons, so
you do need to take charge of your own learning. you
have your textbook, and lots of resources online. if you
really don’t understand something make sure to seek

your teacher out for help.
Consider more than one time to
choose the high level of specific subject. If
struggled on a particular course a bit but still
choose it as an IB subject, be sure to learn your
IGCSE materials first before jumping onto
information with more depth. To have big range
of interest and it will help you to choose IB

subjects in the future.

Confidence. Because there is a huge
difference between IGCSE and IB, therefore
you need to trust yourself and adapt to the
changes, the score might be not so high at first, but
you need to be confident because you will achieve
high marks eventually after you be confident

with IB program.
More of the studying is left to you, you need to
make sure that you can gain sufficient knowledge
and understanding of a class. Sometimes the

classes won’t be lectures where you can fall
asleep. Be prepared to discuss in class. 10

INTRODUCTION TO 

INTERNATIONAL
BACCALAUREATE
DIPLOMA

The international Baccalaureate (IB) Diploma Programme (DP) is a
rigorous two-year pre-university curriculum, primarily aimed at students
aged 16 to 19. It leads to a qualification that is widely recognized by the
world’s leading universities and many award advanced standing or
university credits for successfully completed IB diplomas and
courses.Students learn more than a collection of facts. The Diploma
Programme prepares students for university and encourages them to:

! Ask challenging questions
! Learn how to learn
! Develop a strong sense of their own identity and culture
! Develop the ability to communicate and understand people from

other countries and cultures (IBO, 2005)

The IBDP requires students in years 11 and 12 to
select a broad range of academic subject areas in
addition to developing skills in the research process
and writing research papers through the Extended
Essay, thinking skills through the Theory of
Knowledge course and all subject areas, and life
skills and community service through the CAS core
element. It is these elements that define the IBDP
and the Diploma students.

The IB Diploma is awarded independently of the YK
Pao School certificate. Students will receive their IB
results in July and their official IB Diploma or IB
Courses Certificate (listing IB courses studied and
grades achieved) in September.

ADVANTAGES OF THE IB DIPLOMA

The IBDP is recognized by universities in many countries for its academic
rigour and thoroughness in preparing students for university.
YK Pao School is very proud to be able to offer this programme to its students.

" The Diploma Programme provides a well-balanced rigorous course of
studies, ensuring a broad academic exposure as well as opportunities for
specialization.

" The IB curriculum is uniform in structure throughout the iBDP schools
worldwide. It is possible to transfer between two schools if the same
subjects and levels are offered.

" The IB Diploma is recognized for university entrance in over 140
countries. Individual subject examination scores, particularly Higher Level
(HL) course, may be accepted for advanced placement credits or
advanced standing by many US universities. Total points scores and
individual subject results are important for university entrance and, in
some instances, IB scholarships or awards in UK and other European
countries, Canada, Australia and New Zealand. The IB examination
scores are submitted for evaluation of credits during university
registration.

" Students in all IB classes are expected to take the individual subject
examinations and complete the core elements of Theory of Knowledge,
CAS and Extended Essay.

WHAT WILL BE GAINED

The International Baccalaureate Diploma programme prepares students for
the independent study required at university. YK Pao School believes that
all students can benefit from the IBDP and should expect to:

! Be motivated and work hard
! Approach their work with a sense of purpose
! Exercise academic integrity at all times
! Learn from their mistakes
! Demonstrate self-discipline and responsibility
! Develop good time management and organizational ski
! Learn from peers as well as teachers
! Seek assistance when necessary to develop self-advocacy
! Share with, and contribute to, the community

THE IB DIPLOMA

The two year Diploma provides students with a breadth and depth of rigorous academic
study which prepares them for the demands of university.
Students should choose to study their special interest subjects at Higher Level.
Standard level subjects complement the Higher Level choices to provide a breadth of
study.
Students choose 3 Higher Level (HL) subjects and 3 Standard level (SL) subjects in
consultation with the University Guidance Counselor and IBDP Coordinator. In addition
to the six academic subjects, students also take a Theory of Knowledge course,
complete an Extended Essay and actively participate in Creativity, Action and Service
(CAS).
While all YK Pao School students in Year 11 will begin their studies as IB Diploma
students there may be individuals who will need to adjust the levels of their subjects.
Adjustments will be made in consultation with the student, their teachers, parents, the
University Guidance Counselor and IBDP Coordinator. If the adjustments result in fewer
than 3 HL subjects the student will not be on track for an IB Diploma but will be able to
take examinations in all six academic subjects and complete TOK, the Extended Essay
and CAS that will be reported in university applications.

PLANNING FOR IB DIPLOMA

It is recommended that students identify the subjects they enjoy and wish to study further in
addition to researching recognition policies and subject requirements in a selection of
universities that they are interested in. The recognition policies may be found at IB website or
individual university websites.

This may help guide the choice of subjects particularly for students with specific careers in
mind, for example, medicine, law or engineering.

Be sure to read the course descriptions thoroughly before making any choices. Advice is
available from:

" IBDP coordinator (combinations of subjects and highers)
" University Guidance Counselor (combinations of subjects and highers)
" Subject teachers (subject and level of study)

IGCSE &IBDP

At IBDP students are asked to take six subjects: three at Higher Level (HL) and three at
Standard Level (SL). For progression to IB Diploma, students are expected to attain a
minimum of 6 B grades in their IGCSEs with additional requirements stated below: 

i.  a minimum of grade B in IGCSE for all Higher Level subjects, except
Mathematics;

ii. a minimum of Grade A in IGCSE  Additional Mathematics for Higher Level
Mathematics.

Students who achieve less than 5 B’s for IGCSE will be monitored in their first year
of the IBDP to check on their progress.

Students who achieve 3 or 4 B’s for IGCSE will be on a DP probationary year with
regular checks on progress to support their journey through IBDP. Decisions on
continuing as a Diploma student or Course will be made in Year 11 semester 2.
Students will continue in their IB subject classes but not be required to complete an
EE or the TOK class.

Students who achieve less than 3 B’s for IGCSE will continue into Year 11 as an IB
Course student with IB classes, no TOK or EE and additional English support.
IB Diploma and Course students will attend the same classes, complete the same
internal assessments and take the same examinations.















Aims of the Extended Essay
Provides you with the opportunity to:

• Pursue independent research on a focused topic
• Develop research and communication skills
• Develop the skills of creative and critical thinking
• Engage in a systematic process of research appropriate to the

subject
• Experience the excitement of intellectual discovery

Extended Essay Assessment Objectives
• Plan and pursue a research project with intellectual initiative and
insight
• Formulate a precise research question
• Gather and interpret material from sources appropriate to the
research question
• Structure a reasoned argument
• Present the EE in an appropriate format
• Use appropriate terminology and language with skill and
understanding
• Apply analytical and evaluative skills with an understanding of the
implications and context of research

As a Student
• Choose a topic from one of your subjects available at YKPS
• Observe rules and regulations in the IBO Extended Essay
Guidelines
• Understand the Assessment Criteria -- what you will be expected
to achieve
• Meet all deadlines
• Cite all ideas, information and direct quotes in MLA format that are
not your own
• Make sure there is NO plagiarism
• Start early. Stay on schedule.
• Meet the deadlines!

THE CORE

CREATIVITY, ACTIVITY AND SERVICE(CAS)

CAS is at the heart of the Diploma Program.
Successful completion of CAS is a requirement for the award of the IB
Diploma. While not formally assessed, students reflect on their CAS
experiences and provide evidence in their CAS portfolios of achieving
the seven learning outcomes, which are

- Identity own strengths and develop areas for growth.
- Demonstrate that challenges have been undertaken, developing
new skills in the process.
- Demonstrate how to initiate and plan a CAS experience.
- Show commitment to and perseverance in CAS experiences.
- Demonstrate the skills and recognize the benefits of working
collaboratively.
- Demonstrate engagement with issues of global significance.
- Recognize and consider the ethics of choices and actions.

The three strands of CAS,
Creativity
exploring and extending ideas leading to an original or interpretive
product or performance
Activity
physical exertion contributing to a healthy life style
Service
collaborative and reciprocal engagement with the community in
response to an authentic need

Why did you choose to have this experience?
How did you engage with this activity?
What did you learn about yourself and others through this activity?
What were you better at than you thought?

The CAS Programme

The CAS programme formally begins at the start of the Diploma Programme
and continues regularly, ideally on a weekly basis, for at least 18 months with a
reasonable balance between creativity, activity and service. The completion of
CAS is based on student achievement of the seven CAS learning outcomes.
YK Pao School IB students use ManageBac (ykps.managebac.com/) to record
their CAS reflections and evidence.  As there is no grading for CAS programme,
students' reporting on ManageBac is crucial to the completion of  CAS
programme. You can use the below questions to start a conversation with your
son or daughter over the weekend.

GROUP 1

1

STUDIES IN
LANGUAGE AND

LITERATURE

1 IB Chinese A Language and
Literature HL and SL

2 IB English A Language and
Literature HL and SL

IB Chinese A Language and Literature HL and SL

Over two years, students in Chinese Language and Literature will study the
use of Chinese Language through a wide variety of sources, genres and
media. Students will learn about the effect of audience and purpose, culture
and context and ways in which mass media use language and image to
inform, persuade or entertain. Chinese Literature studies will focus on the
analysis of chosen literary texts such as novels, poems, plays or short stories
while considering the historical, cultural and social influences on the work.

Higher level students will study 6 texts and Standard level students will study 4
texts.

Topics

- Language in cultural context: language and gender, language and power,

language and social relations
- Language and mass communication: Popular culture and trends; textual
bias, the role of editing

- Literature—texts and contexts: the changing historical, cultural and social

contexts in which particular texts are written and received; how the formal
elements of the text, genre and structure can not only be seen to influence
meaning but can also be influenced by context; the attitudes and values
expressed by literary texts and their impact on readers.
- Literature—critical study: literary works in detail; elements such as theme
and the ethical stance or moral values of literary texts; use of literary terms.

Assessment

Students will complete at least 4 written tasks, oral activities and individual
oral commentary as part of the IB assessment in addition to written
examinations at the end of the two years of study. School assessments will
support the development of skills and knowledge using IB type tasks
including the use of past examination papers.

Higher Level Standard Level

Internal Assessment - 30% Internal Assessment - 30%

Individual oral commentary:Oral Individual oral commentary:Oral
commentary on an extract from a commentary on an extract from a literary
literary text studied -15% text studied-15%
Further oral activity:Two further oral Further oral activity:Two further oral
activities. Mark of one is submitted - activities. Mark of one is submitted- 15%
15%
External Assessment - 70%
External Assessment - 70%
Paper 1 - 25%
Paper 1 - 25% Comparative analysis of two unseen
Comparative analysis of two unseen texts
texts Paper 2 - 25%
Paper 2 - 25% One of six questions, an essay based on
One of six questions, an essay based two texts studied
on two texts studied Written tasks - 20%
Written tasks - 20% At least three written tasks based on
Four written tasks based on course course material, one for external
material, two for external assessment assessment

YKPS grading and weightings: Coursework 60%; School Examinations 40%

Resources

The Story of the Stone (Cao Xueqin Qing Dynasty)
The selected poems of Yu Guangzhong(Yu Guangzhong, Contemporary)
Resurrection (Leo Tolstoy, Russia)
Speak out loud and Turn around (Lu Xun, Modern)
The selected poems of Du Fu Du Fu, Tang Dynasty
Thunderstorm Cao Yu, Modern (HL only)
Texts from various media

IB English A Language and Literature HL and SL

Students wishing to take this course must have previously studied IGCSE English
Literature. Teacher recommendations will also be necessary.

The IB English Language A course is a two year study of both language and
literature. This program’s aim is to promote an appreciation of the wealth and
subtleties of language, visual literacy, and the exploration of what is ‘text’. Through
the study of 4 (SL) or 6 (HL) works of literature and a wide variety of text types, this
course seeks to develop in students, the clear expression of ideas, clear, precise
presentation of argument and understanding of both oral and written
communication.
As stated by the IB: “Students develop the techniques needed for the critical
analysis of communication, becoming alert to interactions between text, audience
and purpose. An understanding of how language, culture and context determine
the construction of meaning is developed through the exploration of a wide variety
of texts, some of which are studied in translation.”

Topics(not in order of teaching)

- Language in cultural context: language and gender, language and power,

language and social relations
- Language and mass communication: Popular culture and trends; textual bias, the
role of editing
- Literature—texts and contexts: the changing historical, cultural and social
contexts in which particular texts are written and received; how the formal
elements of the text, genre and structure can not only be seen to influence
meaning but can also be influenced by context; the attitudes and values expressed
by literary texts and their impact on readers.

- Literature—critical study: literary works in detail; elements such as theme and

the ethical stance or moral values of literary texts; use of literary terms.

Assessment

Students are assessed through a combination of formal examinations,
written tasks and oral activities. School assessments will support the
development of skills and knowledge using IB type tasks including the
use of past examination papers.

Higher Level Standard Level

Internal Assessment - 30% Internal Assessment - 30%

Individual oral commentary:Oral Individual oral commentary:Oral
commentary on an extract from a commentary on an extract from a
literary text studied -15% literary text studied-15%
Further oral activity:Two further oral Further oral activity:Two further oral
activities. Mark of one is submitted - activities. Mark of one is submitted-
15% 15%

External Assessment - 70% External Assessment - 70%

Paper 1 - 25% Paper 1 - 25%
Comparative analysis of two unseen Students have a choice of two texts for
texts analysis, not a comparative
Paper 2 - 25% Paper 2 - 25%
One of six questions, an essay based One of six questions, an essay based
on two texts studied on two texts studied
Written tasks - 20% Written tasks - 20%
Four written tasks based on course At least three written tasks based on
material, two for external assessment course material, one for external
assessment

YKPS grading and weightings: Coursework 60%; School Examinations 40%

Possible Resources

The Merchant of Venice – William Shakespeare
The Chess Master – A Cheng
Ethan Frome – Edith Wharton
The Handmaid’s Tale – Margaret Atwood
The Bluest Eye – Toni Morrison
Various media such as newspapers, journals, advertising, radio, TV and internet ,
blogs, etc

GROUP 2

2

LANGUAGE
ACQUISITION

1 Language B

2 French ab Initio

Language B HL and SL

Language B is a language acquisition course designed for students with
some previous experience of the target language. In the language B
course, students further develop their ability to communicate in the target
language through the study of language, themes and texts. In doing so,
they also develop conceptual understandings of how language works, as
appropriate to the level of the course.

At both levels of language B (SL and HL), students learn to communicate
in the target language in familiar and unfamiliar contexts. They describe
situations, narrate events, make comparisons, explain problems, and state
and support their personal opinions on a variety of topics relating to course
content.

Students will learn to:
1. Communicate clearly and effectively in a range of contexts and for a

variety of purposes.
2. Understand and use language appropriate to a range of interpersonal

and/or intercultural contexts and audiences.
3. Understand and use language to express and respond to a range of

ideas with fluency and accuracy.
4. Identify, organize and present ideas on a range of topics.
5. Understand, analyse and reflect upon a range of written, audio, visual

and audio-visual texts.

Prescribed themes
Five prescribed themes are common to the syllabuses of language B and
language ab initio; the themes provide relevant contexts for study at all
levels of language acquisition in the DP, and opportunities for students to
communicate about matters of personal, local or national, and global
interest.
The five prescribed themes are:

1. Identities
2. experiences
3. human ingenuity
4. social organization
5. sharing the planet.













Assessment
Students will complete written tasks, oral activities, and creative projects as part of their
class assessments. In addition to written examinations at the end of each semester
students will sit for the IB external exam at the end of their second year. All IB History
assessments will support the development of skills and knowledge using IB type tasks
including the use of past examination papers. IB History assessments will strive to
provide opportunities for all types of learning styles through the use of presentations,
creative design projects, group and individual assessments. All students will complete a
historical investigation into a subject they choose related to any part of the IB syllabus.

Higher Level
Internal Assessment - 20%

Historical investigation:Students are required to complete a historical
investigation into a topic of their choice.

External Assessment - 80%

Paper 1 - 20%
Source-based paper based on the five prescribed subjects. Answer four
structured questions on one prescribed subject.
Paper 2 - 25%
Essay paper based on the 12 world history topics. Two essay questions on
two different topics
Paper 3 - 35%
Regional option essay paper – three essays

Standard Level
Internal Assessment - 25%

Historical investigation:Students are required to complete a historical
investigation into a topic of their choice.
External Assessment - 75%

Paper 1 - 30%
Source-based paper based on the five prescribed subjects. Answer four
structured questions on one prescribed subject.
Paper 2 - 45%
Essay paper based on the 12 world history topics. Two essay questions on
two different topics.

YKPS grading and weightings: Coursework 60%; School Examinations 40%

Resources

Various Articles from Academic Magazines and Journals
Excerpts from Fiction and Non-Fiction sources
Videos and Documentaries
On-line resources
Textbooks
Ebooks online

IB Business and Management HL and SL

The aim of this course is to develop an understanding of
business management theory as well as an ability to
effectively apply principles, practices and skills to business
case study situations. Students will examine a diverse
range of cultural and economic real-world situations in
which modern-day businesses operate and will be asked to
consider ethics and social responsibility in an international
business context.

Topics

- Business organization and environment.
- Human resource management.

- Finance and accounts.
- Marketing.
- Operations management

HL students will study additional sub-topics such as
organizational planning tools, organizational (corporate)
culture, industrial/employee relations, extended work in final
accounts and investment appraisal, budgets, extended
marketing mix of seven Ps, international marketing, lean
production and quality management, production planning,
research and development and crisis management and
contingency planning.

Assessment

HL and SL students will complete an internal assessment as part of their IB
work. This work will require students to identify, research and analyse a real
issue faced by an organization.

Higher Level

Internal Assessment - 25%

Research project:Students research and report on an issue
facing an organization or a decision to be made by an
organization (or several organizations).

External Assessment - 75%

Paper 1 - 35%
Structured and extended response questions
Paper 2 - 40%
Structured and extended response questions

Standard Level

Internal Assessment - 25%
Written commentary:Students produce a written commentary
based on 3 – 5 supporting documents about a real issue or
problem facing a particular organization.

External Assessment - 75%

Paper 1 - 35%
Structured questions
Paper 2 - 40%
Structured and extended response question

YKPS grading and weightings: Coursework 60%;
School Examinations 40%

Resources
Business Management for the IB Diploma, second Edition,  by
Peter Stimpson and Alex Smith, Cambridge University Press

IB Economics HL and SL

IB Economics is a challenging course that aims to provide core
knowledge of economics, encourage students to think critically
about economics and apply their understanding of economic
concepts and theories to a range of circumstances and a
variety of situations. The HL course has a quantitative
component and one of the three HL exam papers at the end of
the course assesses this component.

Topics

- Microeconomics including basic economic theories,
government intervention and market failure (HL only theory of
the Firm

- Macroeconomics including basic macroeconomic theories,

unemployment, inflation, equity and various perspectives on
government intervention.

- International economics including trade, balance of

payments, exchange rates and economic integration.
- Development economics including how development is
measured, and sources for development.
HL extension subtopics are included throughout the
syllabus to broaden and deepen students knowledge,
understanding and skills in this subject.

Assessment

Both HL and SL students must complete the required internal assessment for
the course. Each student must produce a portfolio of 3 commentaries based on
articles the student has selected from appropriate news media. Each article
must be based on a different topic area of the syllabus.

Higher Level

Internal Assessment - 20%

Portfolio:Portfolio of three commentaries submitted.

External Assessment - 80%

Paper 1 - 30%
Extended response questions based on micro and macro.
Paper 2 - 30%
Data-response paper on trade and development.
Paper 3 - 20%
Quantitative paper based on all section of the syllabus .

Standard Level

Internal Assessment - 20%

Portfolio:Portfolio of three commentaries submitted.

External Assessment - 80%

Paper 1 - 40%
Extended response questions based on micro and macro
Paper 2 - 40%
Data-response paper on trade and development.

YKPS grading and weightings: Coursework 60%; School
Examinations 40%

Resources
Economics for the IB Diploma: Second edition, Ellie Tragakes 
Cambridge University Press
All other resources are internet based 

IB Geography HL and SL

Geography is a dynamic subject that is firmly grounded in the real world and
focuses on the interactions between individuals, societies and physical processes
in both time and space. It seeks to identify trends and patterns in these
interactions. It also investigates the way in which people adapt and respond to
change, and evaluates actual and possible management strategies associated with
such change. Geography describes and helps to explain the similarities and
differences between different places. These may be defined on a variety of scales
and from the perspectives of a different range of actors, with varying powers over
decision-making processes.
Within individuals and societies subjects, geography is distinctive in its spatial
dimension and occupies a middle ground between social or human sciences and
natural sciences. The Diploma Programme geography course integrates physical,
environmental and human geography, and ensures that students acquire elements
of both socio‑economic and scientific methodologies. Geography takes advantage
of its position to examine relevant concepts and ideas from a wide variety of
disciplines. This helps students develop life skills and have an appreciation of, and
a respect for, alternative approaches, viewpoints and ideas.
(Geography guidelines for first examinations 2019, IBO publications)

Syllabus HL only
Geographic perspectives—global
Geographic themes—seven options interactions
Two options are studied at SL, and
three at HL • Power, places and networks
• Human development and diversity
• Oceans and coastal margins (HL) • Global risks and resilience
• Geophysical hazards (SL and HL) SL and HL
• Freshwater Fieldwork
Part 2 • Fieldwork, leading to one written
SL and HL core
Geographic perspectives—global report based on a fieldwork
change question, information collection
• Population distribution—changing and analysis with evaluation

population
• Global climate—vulnerability and

resilience
• Global resource consumption and

security

Assessment

Higher Level Standard Level

Internal Assessment - 20% Internal Assessment - 25%

Fieldwork question to be based on any Fieldwork question to be based on
suitable topic from the syllabus any suitable topic from the syllabus

External Assessment - 80% External Assessment - 75%

Paper 1 - 35% Paper 1 - 35%
45 minutes per option question 45 minutes per option question
Each option has a structured question Each option has a structured
and one extended answer question question and one extended answer
from a choice of two. question from a choice of two.
Paper 2 - 25% Paper 2 - 40%
Three structured questions, based on Three structured questions, based on
each SL/HL core unit each SL/HL core unit
Infographic or visual stimulus, with Infographic or visual stimulus, with
structured questions structured questions
One extended answer question from a One extended answer question from
choice of two a choice of two
Paper 3 - 20%
Choice of three extended answer
questions, with two parts, based on
each HL core unit

YKPS grading and weightings: Coursework 60%; School Examinations 40%

Resources

Geography Course companion by Garrett Nagle and Briony Cooke
Advanced Geography by Garrett Nagle
Approach your exams the IB way Geography by Garrett Nagle and Briony Cooke
Geography for the IB Diploma—Global Interaction by Paul Guinness
Planet Geography by Stephan Codrington
http://www.geographyalltheway.com/
http://www.thegeographeronline.net/
http://www.geographypods.com/
http://greenfieldgeography.wikispaces.com/Geography+IB
http://blog.prepscholar.com/the-best-ib-geography-study-guide-notes-sl-hl

IB Psychology SL through Pamoja Education

Y K Pao School will offer the opportunity for Year 11 students to
include Psychology in their Diploma courses choices through an
established and well recognized Oxford-based digital education
provider, Pamoja Education . This will be a two-year commitment to
online learning for this course for 6 – 8 students.

Psychology is the rigorous and systematic study of mental processes and
behaviour. It is a complex subject that draws on concepts, methods and
understandings from a number of different disciplines. There is no single
approach that would describe or explain mental processes and behaviour
on its own as human beings are complex animals, with highly developed
frontal lobes, cognitive abilities, involved social structures and cultures.
The study of behaviour and mental processes requires a multidisciplinary
approach and the use of a variety of research techniques whilst
recognising that behaviour is not a static phenomenon, it is adaptive, and
as the world, societies and challenges facing societies change, so does
behaviour.

Topics
Core topics include:
Biological approach to understanding behaviour is largely an
investigation into correlations. This approach looks at the brain and
behavior, hormones and behavior and genetics and behaviour.

Cognitive approach to understanding behaviour views human beings
as processors of information much in the same way as a computer
processes information. This approach looks at cognitive processing,
reliability of cognitive processes and emotion and cognition.

The sociocultural approach to behaviour investigates the role of social
and cultural influences in shaping thinking and human behaviour. This
approach looks at the individual and the group, cultural origins of
behaviour and cognition and cultural influences on individual attitudes,
identity and behaviours.

Approaches to researching behavior
The study of psychology is evidence based and has evolved through a
variety of different research approaches, both qualitative and
quantitative. Asking questions, challenging assumptions and critically
assessing the methods used by researchers are integral skills in the study

Option studied:
Abnormal psychology focuses on the diagnosis, explanation, and
treatment of abnormal behaviour. The three topics for this option are:

• factors influencing diagnosis
• etiology of abnormal psychology
• treatment of disorders

Assessment

Internal Assessment - 25%
Experimental study. A report on an experimental study undertaken by the
student 22 marks)

External Assessment - 75%
Paper 1 - 50%
Section A: Three short-answer questions on the core approaches to
psychology

(27 marks)
Section B: One essay from a choice of three on the biological, cognitive
and sociocultural approaches to behaviour (22 marks)
Paper 2 - 25%
One question from a choice of three on one option (22 marks)

Online learning requires a specific set of independent study habits that
will ensure the timely submission of work to the online teacher,
participation in collaborations, forums and classes, and independent
preparation work for online class meetings. For this reason this option
has been limited to a small group and there will be an application and
selection process to identify those students who will be mostly to be
successful. This is important for overall success in the IBDP.
Details of the application and selection process will be available for
download from the registration email.

GROUP 4

4

SCIENCES
1 IB Biology HL and SL
2 IB Physics HL and SL
3 IB Chemistry HL and SL
4 IB Computer Science

HL and SL

5 IB Sports, Exercise and
Health Science HL and SL

IB Biology HL and SL




Over two years, students in Biology will study life and the
vast diversity of species that make biology both an endless
source of fascination and a considerable challenge.
Students will examine the world at all different levels from
micro to macro using many different approaches and
techniques. Classwork will have a largely practical focus
and students will be given opportunities to design
investigations, collect data, develop manipulative skills,
analyse data, collaborate with each other and evaluate and
communicate their findings. HL students are required to
evidence 60 hours of laboratory work and SL students 40
hours of laboratory work.
All science students will participate in the Group 4 project
which is a collaborative activity where students from
different Group 4 subjects will work together to solve a
problem.
All students will study a total of 12 units with the HL
students studying some topics in more detail than the SL
students.

Topics – Please note that this is not necessary the
order in which they will be taught.
- Cell biology
- Molecular biology
- Genetics
- Ecology
- Evolution and Biodiversity
- Human physiology
Additional Higher Level topics
- Nucleic Acid
- Metabolism, cell respiration and photosynthesis
- Plant Biology
- Genetics and evolution
- Animal Physiology

Both HL and SL students will study an option topic.

Assessment

Students will complete an internal individual investigation in addition to written
examinations at the end of the two years of study. School assessments will
support the development of skills and knowledge by assessing class practical

work using the same criteria used to assess the internal
investigation and also the use of past examination papers.

Higher Level
Internal Assessment - 20%
Individual investigation:Investigation and write-up of 6 to 12
pages-20%
Group 4 project:Personal skills assessed
External Assessment - 80%
Paper 1 - 20%
40 multiple choice questions
Paper 2 - 36%
Data-based short answer and extended response questions
Paper 3 - 24%
Data-based, short answer and extended response questions

Standard Level
Internal Assessment - 20%
Individual investigation:Investigation and write-up of 6 to 12
pages-20%
Group 4 project:Personal skills assessed
External Assessment - 80%
Paper 1 - 20%
30 multiple choice questions
Paper 2 - 40%
Data-based short answer and extended response questions
Paper 3 - 20%
Data-based, short answer and extended response questions

YKPS grading and weightings: Coursework 60%; School
Examinations 40%
Resources
Biology Course Companion 2014 edition: Oxford Press
Biology Study Guide 2014 edition: Oxford Press

IB Physics HL and SL

This is a two-year course, where students will cover a wide
range of topics from classical Physics to modern day ideas
of the quantum world. The course will involve 60 hours of
practical work for HL students and 40 hours for SL students,
including 10 hours for the Group 4 project. This project is a
collaborative activity for all science students, requiring them
to work together in small groups to solve a problem using
scientific principles and practical application. Each student
as part of the IB assessment undertakes an individual
scientific investigation.
Students interested in this course should have a high level
of mathematical skills.

Topics
- Measurement and uncertainty
- Mechanics
- Thermal properties
- Waves
- Electricity and magnetism
- Circular motion and gravitation
- Atomic, nuclear and particle physics
- Energy production
In addition HL students will study additional units on:
- Wave phenomena
- Electromagnetic induction
- Fields

- Quantum and nuclear physics

Both HL and SL students will study an option topic