Y K PAO IBDP Handbook 2018-2020

Assessment

There are three written papers at the end of the course and these count for
80% of the final mark at both SL and HL. The other 20% is made up of the
Internal Assessment; this is where students carry out a scientific investigation
on a topic of personal interest to themselves.

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(Core and AHL)
Paper 3 - 24%
Data- and practical-based questions, plus short answer and
extended response questions on the option

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(Core)
Paper 3 - 20%
Data- and practical-based questions, plus short answer and
extended response questions on the option

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

IB Chemistry HL and SL




This is a two-year course, where students will cover a
wide range of topics ranging from Physical to Organic
chemistry with an optional section like Medicinal
Chemistry. The course will involve 60 hours of
practical work for HL students and 40 hours for SL
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, knowledge
and practical application.

Topics(Topics to be taught over two years)

The Core topics for HL and SL students are:
- Stoichiometric relationships
- Atomic Structure
- Periodicity
- Bonding
- Energetics
- Kinetics
- Equilibrium
- Acids and Bases
- Redox
- Organic Chemistry

- Measuring and Processing Data

HL students will complete extended work on the above
topics including additional units on hybridization,
entropy, electrochemical cells, stereoisomerism and
spectroscopic identification of organic compounds.

Both HL and SL students will study an option
topic.

Assessment

There are three written papers at the end of the course and these count for
80% of the final mark at both SL and HL. The other 20% is made up of the
Internal Assessment, that requires students to carry out a scientific

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(core and AHL)
Paper 2 - 36%
Data-based short answer and extended response
questions(Core and AHL)
Paper 3 - 24%
Data- and practical-based questions, plus short answer and
extended response questions on the option

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(Core)
Paper 2 - 40%
Data-based short answer and extended response questions(Core)
Paper 3 - 20%
Data- and practical-based questions, plus short answer and
extended response questions on the option

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

Resources
Oxford IB Programme Chemistry textbook and study guide

IB Computer Science HL and SL

This course involves programming and real life problem solving.
The IB DP computer science course requires an understanding of fundamental
concepts of computational thinking as well as knowledge of how computers and
other digital devices operate. The course develops conceptual thinking using a wide
variety of knowledge and encourages innovation, exploration and the acquisition of
further knowledge. Students study how computer science interacts with, and
influences cultures, society and how individuals and societies behave, and the
ethical issues involved.
Students should have had previous experience in an academic setting programming
computers, preferably completing the IGCSE Computer Science course for Year 9
and 10.  Students who have not previously completed IGCSE Computer Science, or
the equivalent, will be asked to produce examples of their own coding work that
demonstrates understanding of algorithms and complex programing techniques in
some computer language.

During the course the student will develop computational solutions. This will involve
the ability to:
• Identify a problem or unanswered question
• Design, prototype and test a proposed solution
• Liaise with clients to evaluate the success of the proposed solution and make

recommendations for future developments
Topics
- System fundamentals
- Computer organization
- Networks
- Computational thinking, problem-solving and programming
Additional topics for HL only
- Abstract data structures
- Resource management
- Control
Case study: Additional subject content introduced by the annually issued case study.
Option:SL and HL students study one of the following options. Each option
has extensions for HL students:

- Databases
- Modelling and simulation

- Web science
- Object-oriented programming (OOP)
All Computer Science students will participate in the Group 4 (Sciences)
project.

Assessment

School assessment: 50% coursework; 50% semester examinationsIn addition to the
assessments that students will complete as part of their external assessment for IB,
they will also complete internal assessments in order to support the development of
their skills and knowledge.

Higher Level Standard Level
Internal Assessment - 20% Internal Assessment - 30%

Solution Solution -30%
Written commentary - 20% Written commentary
Group 4 project:Personal skills assessed Group 4 project:Personal skills assessed

External Assessment - 80% External Assessment - 70%

Paper 1 - 40% Paper 1 - 45%
Paper 2 - 20% Paper 2 - 25%
Paper 3 - 20%

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

IB Sports, Exercise and Health Science HL and SL

Sports, exercise and health science (SEHS) is an experimental science
course combining academic study with practical and investigative skills. SEHS
explores the science underpinning physical performance and provides the
opportunity to apply these principles. The course incorporates the disciplines
of anatomy and physiology, biomechanics, psychology and nutrition. Students
cover a range of core and option topics and carry out practical (experimental)
investigations in both laboratory and field settings. The course offers a deeper
understanding of the issues related to sports, exercise and health in the 21st
century and addresses the international dimension and ethics related to both
the individual and global context.

Topics:

• Anatomy
• Exercise physiology
• Energy systems
• Movement analysis
• Skill in sport
• Measurement and evaluation of human performance

Additional Higher-Level (AHL) Topics:

• Further anatomy
• The endocrine system
• Fatigue
• Friction and drag
• Skill acquisition and analysis
• Genetics and athletic performance
• Exercise and immunity

Optional topics (Two of four):

• Optimising physiological performance
• Psychology of sport
• Physical activity and health
• Nutrition for sport, exercise and health

Assessment:

Students will complete an internal investigation in addition to written
examinations at the end of 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: A mixture of short- and long-term investigations – 20%

Group 4 project: Interdisciplinary project. Assessed for personal skills only.

External assessment – 80%

Paper 1 – 20%
40 multiple choice questions on core and the AHL syllabus

Paper 2 – 35%
A: Students answer one data-based question and several short-answer
questions on the core.
B: Students answer two of four extended-response questions on the AHL.

Paper 3 – 25%
Additional extended short-answer questions (all compulsory) in each of the two
options studied.Standard Level

Internal assessment – 20%

Individual investigation: A mixture of short- and long-term investigations – 20%

Group 4 project: Interdisciplinary project. Assessed for personal skills only.

External assessment – 80%

Paper 1 – 20%
30 multiple choice questions on core syllabus

Paper 2 – 35%
A: Students answer one data-based question and several short-answer
questions on the core.
B: Students answer one of three extended-response questions on the core.

Paper 3 – 25%
Several short-answer questions (all compulsory) in each of the two options
studied.

GROUP 5

5

MATHEMATICS
1 IB Mathematics HL

2 IB Mathematics SL

IB Mathematics HL

Over the course of this two year program, students in IB Higher Level
Mathematics will focus on developing important mathematical concepts in a
comprehensible, coherent and rigorous way. This will be achieved by a carefully
integrated and balanced approach in which students will develop current topics
as well as establish links to ones previously studied. The development of each
topic will feature the justification and proof of results, and will be
linked to the Theory of Knowledge (TOK). The historical and
international development of some topics and branches of
mathematics will also be explored.

Students should expect to develop insight into mathematical form
and structure and should be intellectually equipped to both develop
and appreciate the links between concepts in different topic areas.
As students in this course will likely continue with mathematics in
university, they will be encouraged to develop skills to continue their
growth and independence in mathematical learning. The internally
assessed student designed exploration encourages students to
develop these skills and work without time constraints to
communicate their mathematical ideas. Logical, critical and creative
thinking, and patience and persistence in problem solving are
encouraged and developed throughout the course. Many of the
investigations in this course will be supported by the use of graphing
calculators (TI-84) and computer software.

Students can choose Higher Level maths if and only if they finish the
whole Additional Maths (0606) course, write the external
examination and achieve an A* or  A .
Topics

- Algebra
- Functions and equations
- Circular functions and trigonometry
- Vectors
- Statistics and probability
- Calculus

Option – Further Calculus

Assessment

Students will complete investigative assignments, as well as quizzes and
tests written in class. These assessments will support the development of
skills and knowledge using IB type tasks, including the use of past
examination papers.

Internal Assessment - 20%
Mathematical exploration: A piece of written work that
involves investigating an area of mathematics - 20%

External Assessment - 80%
Paper 1 - 30%
(The use of calculator is prohibited.)
Section A: Compulsory short-response questions
based on the core syllabus.
Section B: Compulsory extended-response questions
based on the core syllabus.
Paper 2 - 30%
(Graphic display calculators are required.)
Section A: Compulsory short-response questions
based on the core syllabus.
Section B: Compulsory extended-response questions
based on the core syllabus
Paper 3 - 20%
(Graphic display calculators are required.)
Compulsory extended-response questions based on the
syllabus options.

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

Resources
Textbook:
TI-84 graphics calculator (GDC)
Software: Virtual graphics calculator (for laptop),
Autograph and Moodle
BBC Mathematical videos series

IB Mathematics SL

In the first year of this two year program, the course will begin with the
review of quadratic functions, exponents & logarithms. Students will then be
introduced to arithmetic and geometric sequences and series, using
technology to display sequences in different ways. The counting principles
will be used to develop the binomial theorem followed by the calculus topic.
Students will spend a good deal of time investigating the basic differentiation
integrations and their applications. From there the students will continue to
learn how to differentiate composite functions, products and quotients of
functions and to integrate using known derivatives, reversing the chain rule,
substitution.

Year 1 Topics:

Topic 1--- Algebra
• Sequences and Series
• The Binomial Expansion
• Exponentials
Topic 2--- Functions and equations
• Functions
• Transforming Functions
• Quadratics
• Logarithms
Topic 6--- Calculus
• Introduction to differential calculus
• Rules of differentiation
• Properties of curves
• Applications of differential calculus
• Integration
• Applications of integration

Year 2 Topics:

• Topic 3---Circular functions and

trigonometry

• Topic 4---Vectors
• Topic 5---Statistics and

probability

Assessment

Students will be complete an individual exploration which involves investigating
an area of mathematics as part of the IB assessment in addition to written
examinations at the end of 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.

Internal Assessment - 20%

Mathematical exploration: A piece of written work that involves investigating
an area of mathematics - 20%

External Assessment - 80%

Paper 1 - 40%
(The use of calculator is prohibited.)
Section A: Compulsory short-response questions based
on the whole syllabus.
Section B: Compulsory extended-response questions
based on the whole syllabus.
Paper 2 - 40%
(Graphic display calculators are required.)
Section A: Compulsory short-response questions based
on the whole syllabus.
Section B: Compulsory extended-response questions
based on the whole syllabus

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

Resources:

Mathematics Standard Level (Oxford)
Mathematics for the International Students (IB Diploma)
Mathematics SL (3rd Edition)
SL Mathematics for the IB Diploma (Pearson)
Mathematics Standard Level, 4th Edition (IBID Press)

GROUP 6

6

THE ARTS
1 IB Music HL and SL
2 IB Visual Arts HL and SL
3 IB Theatre HL and SL

IB Music HL and SL

The IBDP Music course seeks to develop students’
knowledge and potential as musicians, both personally and
collaboratively. Students will study musical perception and
actively listen to a wide range of music from different musical
cultures and traditions and across different time periods.
They will develop their musical understanding and analytical
skills whilst building their vocabulary to define and identify
musical features.

All students will study two prescribed works in greater detail
and HL students will also identify links and make
comparisons between them. The two works studied will be
Haydn’s “The Surprise” Symphony No. 94 in G major and
Rachmaninoff’s Rhapsody on a Theme of Paganini, Op. 43.

Students will also study performance and / or composition
and explore their creative possibilities. Students who opt to
create music will choose from traditional score-based
compositions, composing with technology or creating
arrangements of an existing piece.

Skills that are strengthened through the study of music are
valued across a range of different subjects or career
pathways, such as self-discipline, collaborative working,
creativity and analytical skills.

Course Components

Music HL

1. Musical perception

2. Creating (composition) – three pieces of coursework
submitted

3. Solo performing – 20 minutes of recorded performances
over two years (+ / - 2 minutes)

Music SL

1. Musical perception

2. Students can choose one of three options:

- Creating (composition) – two pieces of coursework
submitted

- Solo performance - 15 minutes of recorded performances
over two years (+ / - 1 minute)

- Group performance - 15 minutes of recorded performances
over two years (+ / - 1 minute)

Assessment

In addition to the assessments that students will complete as part of their external
assessment for IB, they will also complete regular internal assessments in order to
support the development of their skills and knowledge.

Higher Level

Internal Assessment - 50%
Creating - 25%
Solo performing - 25%
External Assessment - 50%
Listening paper (exam) – 30%
Musical Links Investigation – a written media
script of 2000 words or less, investigating two
or more significant musical links between two
pieces from distinct musical cultures – 20%

Standard Level

Internal Assessment - 50%
Student chooses one of the three options:
Creating; solo performing or group performing - 50%
External Assessment - 50%
Listening paper (exam) – 30%
Musical Links Investigation – a written media
script of 2000 words or less, investigating two or
more significant musical links between two
pieces from distinct musical cultures – 20%

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

IB Visual Arts HL and SL

The Visual Arts course is designed to encourage students to study visual arts
in higher education and also welcomes those students who seek life
enrichment through visual arts.
Students at both HL and SL can produce quality work in visual arts. The aims
and assessment objectives are the same for visual arts students at both HL
and SL. Due to the different amount of time available for each, students at HL
have the opportunity to develop ideas and skills, to produce a larger body of
work and work of greater depth.
Student work independently and as individuals, planning their own project with 1:1
support form their teacher. The IB Visual Arts course is divided into three elements
for assessment: Process Portfolio (evidence of experimentation, exploration,
manipulation and refinement of ideas, processes and media), Comparative Study
(analysis and comparison of different artwork by different artist, and connections
made with your own work) and Exhibition (presentation of final artwork). All
students develop a visual art journal alongside their studio work. Final assessment
is based on digital images of journal pages and studio outcomes-students select
their best work and assemble it into digital presentations. IB Visual Arts is about
artist and contextual research, and recording the development process of creating
your own artworks, not just about producing final pieces.

Topics of Study
The design of the course is structured so that the first year is more teacher-
driven, as students acquire the skills and techniques to allow them to further
explore themes and ideas. The second year allows the students more time to
explore their own individual themes and interests in greater breadth and depth
as they begin to define their own personal themes.

Students are assessed on their process work as well as on their studio
outcomes. Students use an Art Journal to record their ideas, drawings, artist
research, media experimentation and plans for final studio pieces. It is
important that students understand that process (the ideas and development
leading up to an outcome) is just as important as the final artwork.

Final assessment at the end of the course is through digital upload of
students’ work.
Students select work from their Art Journals and use it to create a digital
presentation to show their process portfolio.
Students also produce a digital presentation analysing three different
artworks.

Students also produce a digital presentation analysing three different artworks.
Students will also present their studio pieces in an exhibition, which is also
photographed for IB assessment.

Assessment

Students will be internally assessed on their unit work and they will be given
predictive grades as part of their exhibition grade in their second year.
Students will be externally assessed on their studio and Investigative
Workbook.

Higher Level Standard Level

Internal Assessment - 40% Internal Assessment - 40%

Exhibition - 40% Exhibition - 40%
A curatorial rationale that does not A curatorial rationale that does not
exceed 700 words exceed 400 words
8-11 artworks 4-7 artworks
Exhibition text (stating title, medium, size Exhibition text (stating title, medium,
and intention) for each artwork. size and intention) for each artwork.

External Assessment - 60% External Assessment - 60%

Comparative study - 20% Comparative study - 20%
10-15 screens which examine and 10-15 screens which examine and
compare at least 3 artworks, at least 2 of compare at least 3 artworks, at least
which need to be by different artists 3-5 2 of which need to be by different
screens which analyse the extent to artists.
which the student’s work and practices Process portfolio - 40%
have been influenced by the art and 9-18 screens which evidence
artists examined. sustained experimentation,
Process portfolio - 40% exploration, manipulation and
13-25 screens which evidence sustained refinement of a variety of art-making
experimentation, exploration, activities.
manipulation and refinement of a variety
of art-making activities.

IB Theatre HL and SL

Students wishing to take this course should have previously studied IGCSE
Drama. Interviews with the IB Theatre teacher will also be necessary.

The IB Theatre course is a two-year practical subject that encourages
discovery through experimentation, risk-taking and the presentation of ideas. It
gives students the opportunity to actively engage in theatre as creators,
designers, directors and performers. It emphasizes working both individually
and collaboratively as an ensemble.
Students will learn to apply research and theory to inform and contextualize
their work, gaining a richer understanding of themselves, their community and
the world. Students experience the course from contrasting artistic and cultural
perspectives. They learn about theatre from around the world, the importance
of making theatre with integrity, and the impact that theatre can have on the
world.
In addition to the aims of all DP arts subjects, the Theatre course enables
students to: explore theatre in a variety of contexts and understand how these
contexts inform practice (theatre in context); understand and engage in the
processes of transforming ideas into action (theatre processes) and develop
and apply theatre production, presentation and performance skills, working
both independently and collaboratively (presenting theatre).

Components (not in order of teaching)
Theatre in context

Research and examine the various contexts of at least one published
play text and reflect on live theatre, the various contexts of at least one world
theatre tradition. Reflect on personal approaches, interests and skills in
theatre. Research and examine at least one starting point and the approaches
employed one appropriate professional theatre company, and consider how
this might influence personal approaches.
Theatre processes

Take part in the practical exploration of at least two contrasting published
play texts and engage with the process of transforming a play text into action.
Practically examine the performance conventions of at least one world theatre
tradition and apply this to the staging of a moment of theatre. Respond to at
least one starting point and engage with the process of transforming it
collaboratively into an original piece of theatre.

Presenting theatre
Direct at least one scene or section from one published play text which is

presented to others. Present a moment of theatre to others which
demonstrates the performance convention(s) of at least one world theatre
tradition. Participate in at least one production of a collaboratively created

piece of original theatre, created from a starting point, which is presented to
others.

Assessment
Students are assessed through a combination of formal examinations, written
tasks and other activities. School assessment will support the development of
skills and knowledge using IB type tasks.

YKPS grading: Coursework 60%; School examination 40%

Higher Level Standard Level

Internal Assessment - 25% Internal Assessment - 35%

Collaborative object - 25% Collaborative object - 35%
Collaboratively create and present an Collaboratively create and present
original piece of theatre (lasting 13 -15 an original piece of theatre (lasting
minutes) for and to a specified target 13 -15 minutes) for and to a
audience. specified target audience.

External Assessment - 75% External Assessment - 65%

Solo theatre piece - 35% Director notebook - 35%
HL only - Research a theatre theorist Develop ideas regarding how a play
they have not previously studied, identify text could be staged for an
an aspect(s) of their theory and create audience.
and present a solo theatre piece (4 – 8 Research presentation 30%
minutes) based on this aspect(s) of Deliver an individual presentation
theory. (15 minutes max.) that outlines and
Director notebook - 20% physically demonstrates research
Develop ideas regarding how a play text into a convention of a theatre
could be staged for an audience. tradition.
Research presentation 20%
Deliver an individual presentation (15
minutes max.) that outlines and
physically demonstrates research into a
convention of a theatre tradition.

Resources:

Brandon, J.R.  (Ed) (1997) The Cambridge Guide to Asian Theatre. Cambridge: Cambridge

University Press. 

Fu, J. (2012) Chinese Theatre Introductions to Chinese Culture. London: Macmillan Press.
Nicoll, A. (1987) The World of Harlequin: A Critical Study of the Commedia dell' Arte, Maidenhead:
Oxford University Press.
Rudlin, J. (1994) Commedia Dell'Arte: An Actor's Handbook, Cambridge: Cambridge Press.
Stanislavski, K (1989) An Actor Prepares, Routledge
Stanislavski, K (2016) An Actors work (Routledge Classics) Routledge
Gillman, R (1974) The making of modern drama;: A study of Buchner, Ibsen, Strindberg, Chekhov,
Pirandello, Brecht, Beckett, Handke. Farrar, Straus and Giroux