IB Handbook (Process) 3

SCHOOL PHILOSOPHY

1) Our commitment is to achieve excellence in all aspects of education offered by the school.
2) We have educational programmes to develop all-rounded individuals with a passion for learning.
3) We enable our students to develop a “heart of service” and a caring attitude to the community.
4) We believe that our students have a serious intent to pursue excellence in their learning journey.
5) We endeavour to nurture sterling character attributes in our students so that they will be

responsible and good citizens.
6) Our teachers and staff are imbued with the passion to nurture every student to his or her full

potential.
7) We provide educational programmes of high international standards to enable our students to be

the best that they can be.
8) We nurture the 21St Century Skills and Competencies amongst staff and students in our school.
9) Our faculty is ably led by Dr. Ong Teck Chin, an Oxford graduate and an outstanding educationist to

enable our school to be a top school nationally and internationally.
10) We are approved and supported by the Thai Government, the Education Ministry and the School

Board to achieve our endeavours.

SCHOOL MISSION

To be a World Class School that provides the students with holistic education to make the world a
better place.

SCHOOL VISION

Every Student will aspire to be a Scholar, a Leader and a Global Citizen.

SCHOOL OBJECTIVES

1) To nurture students to be the best they can be.
2) To enable students to achieve their full potential in their educational experience.
3) To develop all-rounded individuals with a zest for life.
4) To help students achieve excellence in their academic and non-academic pursuits.
5) To provide students with opportunities to develop fine leadership qualities.
6) To enable our students to develop exemplary character
7) To develop in our students a heart of service so that they will be responsible citizens in the

community.
8) To facilitate students’ understanding of cross-cultural distinctive, internationalism and to have an

international outlook.
9) To work with parents and our supporters to enable our students to maximize their potential.
10) To establish and manage an effective boarding school to support students learning.

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CONTENTS PAGE

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THE IB LEARNER PROFILE Principled: They act with integrity and honesty,
with a strong sense of fairness, justice and
The aim of all IB programmes is to develop respect for the dignity of the individual, groups
internationally minded people who, recognising and communities. They take responsibility for
their common humanity and shared guardianship their own actions and the consequences that
of the planet, help to create a better and more accompany them.
peaceful world. By focusing on the dynamic
combination of knowledge, skills, independent Open-minded: They understand and appreciate
critical and creative thought and international- their own cultures and personal histories, and
mindedness, the IBO espouses the principle of are open to the perspectives, values and
educating the whole person for a life of active, traditions of other individuals and communities.
responsible citizenship. Underlying the IB They are accustomed to seeking and evaluating
programmes is the concept of education of the a range of points of view, and are willing to grow
whole person as a lifelong process. The learner from the experience.
profile is a profile of the whole person as a lifelong
learner. IB learners strive to be Caring: They show empathy, compassion and
respect towards the needs and feelings of
Inquirers: They develop their natural curiosity. others. They have a personal commitment to
They acquire the skills necessary to conduct service, and act to make a positive difference to
inquiry and research and show independence in the lives of others and to the environment.
learning. They actively enjoy learning and this
love of learning will be sustained throughout Risk-takers: They approach unfamiliar situations
their lives. and uncertainty with courage and forethought,
and have the independence of spirit to explore
Knowledgeable: They explore concepts, ideas new roles, ideas and strategies. They are brave
and issues that have local and global and articulate in defending their beliefs.
significance. In so doing, they acquire in-depth
knowledge and develop understanding across a Balanced: They understand the importance of
broad and balanced range of disciplines. intellectual, physical and emotional balance to
achieve personal well-being for themselves and
Thinkers: They exercise initiative in applying others.
thinking skills critically and creatively to
recognize and approach complex problems, and Reflective: They give thoughtful consideration
make reasoned, ethical decisions. to their own learning and experience. They are
able to assess and understand their strengths
Communicators: They understand and express and limitations in order to support their learning
ideas and information confidently and creatively and personal development
in more than one language and in a variety of
modes of communication. They work effectively
and willingly in collaboration with others.

(Source: www.ibo.org)

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INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IBDP)

The IB programme began in the mid-1960s in international schools to enable the children of expatriates
to attend university in their home country. Its founders also hoped that it would foster tolerance and
inter-cultural understanding between young people. It has since grown to involve about 3875 schools in
147 countries.

The IB diploma is accepted as a university entrance qualification around the world and is particularly
welcomed by prestigious institutions like Cambridge and Oxford in the UK or Harvard and Princeton in
the US. Many universities offer advanced placement or course credit to students with strong IB results.
Almost all universities in America, Canada, UK, Hong Kong and Singapore recognise the IBDP. A full list
can be found at www.ibo.org in the University Recognition Policies section.

The IB Diploma is designed to be attainable by those with the potential to obtain a university degree.
However, students should be under no illusion about the demands of the programme. It requires serious
commitment and good time-management if the full benefits – in academic development and personal
growth – are to be gained. Those who fully engage in the course will find it challenging, stimulating and
rewarding.

CURRICULUM STRUCTURE

The IB steers a middle course between narrow, highly specialised programmes such as the GCE 'A' levels
and those which require study in many subjects to the detriment of the depth of inquiry.

Diploma candidates must select one subject from each of the six groups. Usually three are taken at higher
level (HL), the others at standard level (SL); HL courses represent a recommended minimum of 240
teaching hours, SL courses cover 150 hours. Students are thus able to explore some subjects in depth
and others more broadly, a deliberate compromise between the early specialisation of some national
systems and the breadth found in others. The science-oriented student is challenged to learn a foreign
language and the natural linguist becomes familiar with laboratory procedures.

Active citizenship and global perspectives are encouraged in each area of the curriculum. In addition to
the subject structure outlined above, there are three requirements at the heart of the IB not commonly
found elsewhere.

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The Theory of Knowledge (TOK) is an 'interdisciplinary course intended to stimulate critical reflection
upon the knowledge and experience gained inside and outside the classroom' (IBO). It is a key element
in the educational philosophy of the IB, seeking to transcend and unify the academic subjects and
encourage appreciation of other cultural perspectives.

The Extended Essay (EE) requires students to undertake original research and write an Extended Essay
of 4,000 words on an area of special interest in any one of the subject areas (at Higher Level), this essay
task introduces them to the kind of independent research and writing skills expected at any university.

We will expect students to select their topic towards the end of the first IB year and complete the writing
task by the end of second term in the second year. Students who wish, and are in a position to travel
overseas during the long vacation are encouraged to do so – travel broadens the mind and can be a
useful part of any person's education.

Creativity, Activity, Service (CAS) is required of all students undertaking the IBDP. Students are required
to engage in CAS weekly over a period of 18 months. CAS is a complementary though experiential
platform for learning. The IBO sees service, in particular, service learning, as a complement to intellectual
development the child and the academic curriculum.

WHAT DOES THE DIPLOMA ENTAIL?

1. A central “core’’ comprising:

• Theory of Knowledge, a course designed to encourage students to think, evaluate and question
• A 4,000 word Extended Essay on a research subject of the student’s own choice
• Participation in “CAS”, comprising Creativity (e.g. involvement in performances, exhibitions, and

concerts.), Activity (e.g. involvement in sports teams, learning new sports, expeditions) and
Service (involvement in local and overseas service projects) intended to meet authentic needs in
society.

2. Six academic subjects, one selected from each of the following six groups:

Group 1 – Studies in Language and Literature
Group 2 – Language Acquisition
Group 3 – Individuals and Societies
Group 4 – Sciences
Group 5 – Mathematics
Group 6 – The Arts (Visual Art or another subject selected from groups 1 to 5)

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The Diploma programme is illustrated by a sphere with the IB learner profile at its centre as shown.

Three of the six subjects must be taken at HL and three at SL. All six subjects consist of a “theory”
component which follows a prescribed syllabus and a coursework component, which allows the
opportunity for both teacher and student input to the course of study.

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HOW IS IT ASSESSED?

At the end of the two year course, in each of the six subjects students take examinations which are
externally marked. The additional coursework component is marked by teachers and moderated by IB
moderators. As a result of the exam performance and coursework, the student will be awarded a
numerical grade for each subject ranging from 7 (excellent) down to 1. Therefore, the six subjects yield
a possible maximum of 42 points.

In addition, the Extended Essay and Theory of Knowledge together contribute a combined score of up
to 3 points.

Thus, the maximum and ‘perfect’ Diploma score is 45 points. A total score of below 24 points means
that a student will not be awarded the Diploma; 24 points is the minimum for a ‘pass’. Creativity,
Activity and Service (CAS) are not awarded points but a satisfactory performance in these areas must
be recorded in order for the Diploma to be awarded.

APPROACHES TO TEACHING (ATT) AND APPROACHES TO LEARNING
(ATL) IN IB

In SISB Sixth Form School, our teachers embrace the IB philosophy of teaching, which is Approaches to
Teaching (ATT). ATT requires teachers to teach bearing in mind the skills that develop students’
learning. By adopting the relevant pedagogies, teachers will help students hone the said skills as they
embrace the Approaches to Learning (ATL).

The following are the skills that IB students will hone in the course of the 2 year IB Diploma curriculum.
The skills will help to develop them to be lifelong learners of tomorrow.

Approaches to Learning Skills in IB

1. Thinking Skills
2. Communication Skills
3. Social Skills
4. Self-management Skills
5. Research Skills

WHAT DOES THE IB DEFINE AS APPROACHES TO TEACHING?

1. Based on inquiry
2. Focused on conceptual understanding
3. Developed in local and global contexts
4. Focused on effective teamwork and collaboration
5. Differentiated to meet the needs of all learners
6. Informed by formative and summative assessment

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TEACHING AND LEARNING AT SISB SIXTH FORM SCHOOL

The attributes of the IB Learner profile underpin much of the teaching and learning throughout the SISB
Sixth Form School with a desire to develop curious, independent and confident learners from Grade 7
through Grade 12. That is why teachers are able, and indeed encouraged, to teach across the different
grades and not focus solely on a particular grade level or section of the school.

The most important principle within the school’s educational philosophy is that of active learning.

This is based upon the fact the students learn and, above all, understand best when information and
concepts are processed. This processing takes place through some sort of activity. It is even more
powerful when students first discover for themselves the information or concept and then process it.

This type of learning is facilitated by smaller more interactive classes which rely on a blend of teacher
led activities, group work and class activities which may well be led by students. This means that lecture
style or drill and practice teaching methodologies is balanced with inquiry-based learning at SISB Sixth
Form School.

Our IBDP curriculum follows very strictly to our school’s Language Policy that states that all subjects will
be taught and learnt at the English First Language level. However, each student will be given an
opportunity to learn an additional language in order to be culturally diversified so that SISB student’s
aspirations to be a global citizen will be fulfilled.

THE IB DIPLOMA AT SISB SIXTH FORM SCHOOL

As mentioned earlier, students wishing to take the IB Diploma must select SIX subjects, THREE at HIGHER
LEVEL (HL) and THREE at STANDARD LEVEL (SL). It should be emphasized that the standard of
performance required and depth of study (depending to some degree upon the subject area) may well
be very similar between HL and SL courses, but HL courses are likely to be more extensive in scope. HL
courses are allocated more teaching time.

Students study 6 subjects concurrently. Students study 2 languages. These include 2 languages from
Group 1 and Group 2, 1 subject from Individuals and Societies (Group 3), 1 subject from the Sciences
(Group 4), 1 Mathematics subject (Group 5) and 1 subject from The Arts (Group 6) or another subject
from Group 1 to 5.

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1. Studies in Language and Literature

Language A: Language and Literature -This may or may not be the student’s native language but will be
one of which the student has a good command. The student will be a near native speaker. Students are
required to have a high level of competence in the chosen language. We would not require extensive
past experience of literary study but would want to see some indication of the aptitude and enthusiasm
for the subject. The appropriate level of language either for HL or SL will depend on the results attained
by the student. The student will qualify for a HL course if the student attains a B or above grade for the
English as First Language subject in his IGCSE results or its equivalent or/and the student will be assessed
by the Dean and the school Principal to ascertain the appropriate level of study. The student requires a
C or above grade in order to take the SL course. For Group 1, English Language, Thai Language or Chinese
Language is offered from 2020.

2. Language Acquisition

Language B – This is a foreign language which the student has previously studied offering the opportunity
for them to build and develop existing skills and knowledge. The student will qualify for a HL course if he
attains a B grade or above for the English as Second Language subject in his IGCSE results or its equivalent
or/and the student will be assessed by the Dean and the school Principal to ascertain the appropriate
level of study. The student requires a C grade or above or its equivalent in order to take the SL course.
For Group 2, English Language or Chinese Language is offered from 2020.

3. Individuals and Societies

4 subjects are offered in Group 3. They are Economics, Business Management, Geography and History
offered at the HL or SL level. Student will need to attain a grade of B grade or above in his/her IGCSE
results or its equivalent in order to qualify for a HL course or/and the student will be assessed by the
Dean and the school Principal to ascertain the appropriate level of study. Students require a C grade or
above or its equivalent in order to take the SL course.

4. Sciences

3 subjects are offered in Group 4. They are Chemistry, Biology and Physics offered at HL or SL level.
Students will need to attain a grade of B grade or above in his/her IGCSE results or its equivalent in order
to qualify for a HL course or/and the student will be assessed by the Dean and the school Principal to
ascertain the appropriate level of study. Students require a C grade or above or its equivalent in order
to take the SL course.

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5. Mathematics

2 subjects are offered in Group 5. They are Mathematics: Applications and interpretation and
Mathematics: Analysis and approaches offered at HL or SL level. Students will need to attain a grade of
B grade or above in his/her IGCSE results or its equivalent in order to qualify for a HL course or/and he
will be assessed by the Dean and the school Principal to ascertain the appropriate level of study. Students
require a C grade or above or its equivalent in order to take the SL course.

6. The Arts

1 subject, Art, is offered in Group 6. The student can have the option of choosing the subject from this
group or other subject from Group 1 to 5. Students will need to attain a grade of B grade or above in
his/her IGCSE results or its equivalent in order to qualify for a HL course or/and the student will be
assessed by the Dean and the school Principal to ascertain the appropriate level of study. The student
only needs a C grade or above or its equivalent in order to offer the SL course.

In addition to the six subjects’ groups, all diploma students must study a course in Theory of Knowledge
(TOK) and undertake to write in due course an Extended Essay (EE). Lastly, they must meet the Creativity,
Activity, Service (CAS) requirements.

ACADEMIC REQUIREMENTS FOR STUDENTS WISHING TO TAKE THE
IB DIPLOMA PROGRAMME

The IB Diploma is a rigorous and demanding academic course. SISB Sixth Form School needs to be sure
therefore that students will be able to cope with its demands. To this end, all students entering the
school in Grade 11 or its equivalent and wishing to take the IBDP at SISB Sixth Form School will need to
satisfy the grade requirements stipulated earlier in the IBDP subject groups.

The criteria for admission onto the IB Diploma Programme are based on the following:

1. Students must achieve a minimum of 2 x A, 2 x B and 2x C grades at the IGCSE to qualify for
acceptance onto the IBDP.

2. Students’ academic and behavioral records for the duration of their time at SISB will be taken
into consideration.

3. Acceptance onto the IBDP is dependent on there being an appropriate subject package
available for them with respect to their academic history.

We will seek as far as possible to accommodate the wishes of the students regarding the choice and level
of subjects but in the last resort it must be the decision of the Dean and the School Principal as to
whether a student will be likely to cope with their subject at the required level.

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SISB SIXTH FORM SCHOOL DIPLOMA OPTIONS

We are offering the following subject choice options for the Diploma course beginning in 2020:

Group 1: Language A: Group 2: Language B*: Group 3: Individuals and
Societies:
Language & Literature English (HL/SL)
English (HL/SL) Chinese (HL/SL) Economics (HL/SL)
Thai Language (HL/SL) *Note: Subjects chosen in Business Management
Chinese A (HL/SL) this group should be (HL/SL)
different from that chosen in History (HL/SL)
group 1. Geography (HL/SL)

Group 4: Sciences: Group 5: Mathematics: Group 6: The Arts:

Biology (HL/SL) Mathematics: Applications Arts (HL/SL)
Chemistry (HL/SL) and interpretation (HL/SL)
Physics (HL/SL) Mathematics: Analysis and
approaches (HL/SL)

Higher Level (HL) and Standard Level (SL) courses:

The distinction between Higher Level and Standard Level
courses is an important feature of the IB Diploma Programme
and details vary from subject to subject. Some subjects have a
common examination and the distinction is on the quantity of
material covered while others have a different curriculum for
each of the levels.

Higher Level subjects will involve 240 hours of instruction over
two years and they generally reflect the student’s interests
and strengths. HL courses are lengthier and more difficult and
their internal assessments are more thorough and demanding.

Standard Level subjects are less demanding but still comparable to introductory college level courses.
Standard Level subjects will involve 150 hours of instruction over two years.

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IBDP GRADING

HOW TO INTERPRET IB GRADES AND TRANSCRIPTS

student's examination performance in individual subjects is scored on a scale of 1–7 points with a
further 3 points available based on a matrix of performance in the Theory of Knowledge (TOK) and
the Extended Essay components. Students who display satisfactory levels of performance across all
subject areas and achieve a minimum of 24 points (out of a possible 45) are awarded the IB diploma.
Please refer to Award of IB diploma on page 13 for more information.

All others receive a certificate of results for the subjects examined.

Subjects are marked according to The TOK course and EE are graded
the following scale: according to the following scale:

7 Excellent A Excellent
6 Very good B Good
5 Good C Satisfactory
4 Satisfactory D Mediocre
3 Mediocre E Elementary
2 Poor N Not Submitted
1 Very poor
N Not Submitted

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THE DIPLOMA POINTS MATRIX

Theory Of knowledge

Excellent Excellent Good Satisfactory Mediocre Elementary
A A B C D E
3
Good 3 2 2 Failing
B 3 Condition

Extended Essay 22 1

Satisfactory 0
22 1

C

Mediocre 0
21 0

D

Elementary Failing Condition
E

Your EE grade is then cross referenced to your TOK grade to get 0-3 possible bonus
points using this point matrix

Examination results are available in early July following the May examination session, and in early
January following the November examination session. If requested by the student, results are made
available to universities either in electronic format or as a transcript of grades, as appropriate. The
results indicate the grade a candidate has been awarded for each subject, including the additional
diploma requirements of theory of knowledge and the extended essay. The results also indicate the
completion of creativity, activity, service (CAS) and total number of points for the diploma, if a diploma
has been awarded. Diploma awarded, Bilingual diploma awarded or Certificate(s) awarded will appear
on the results.

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THE BILINGUAL DIPLOMA

A bilingual diploma will be awarded to a successful candidate who fulfils one or both of the

following criteria.

• Completion of two languages selected not the same as the candidate's

from group 1 with the award of a grade nominated group 1 language

3 or higher in both • Attainment of a grade 3 or higher in

• Completion of one of the subjects from both the group 1 language and the

group 3 or group 4 in a language that is subject from group 3 or 4

AWARD OF THE IB DIPLOMA

The IB diploma is awarded based on performance across all parts of the Diploma Programme. A total of
six subjects must be studied, with a combination of standard and higher levels (SL and HL). Students
must also complete the “core”, which is made up of creativity, activity, service (CAS), theory of
knowledge (TOK) and extended essay (EE).

Each subject is graded 1–7, with 7 being the highest grade. These grades are also used as points (that
is, 7 points for a grade 7, and so on) in determining if the diploma can be award.

TOK and the EE are graded A–E, with A being the highest grade. These two grades are then combined
in the diploma points matrix to contribute between 0 and 3 points to the total. CAS is not assessed but
must be completed in order to pass the diploma.

The overall maximum points from subject grades and TOK/EE is therefore 45 ((6 × 7) + 3). The
minimum threshold for completing the programme is 24 points, below

which the diploma is not awarded

The additional requirements are the following.

• CAS requirements have been met.
• There is no “N” awarded for TOK, the EE or for a contributing subject.
• There is no grade E awarded for TOK and/or the EE.
• There is no grade 1 awarded in a subject/level.
• There are no more than two grade 2s awarded (HL or SL).
• There are no more than three grade 3s or below awarded (HL or SL).
• The candidate has gained 12 points or more on HL subjects (for candidates who
• register for four HL subjects, the three highest grades count).
• The candidate has gained 9 points or more on SL subjects (candidates who register for two SL

subjects must gain at least 5 points at SL).

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• The candidate has not received a penalty for academic misconduct from the Final Award
Committee

STUDIES IN
LANGUAGE AND
LITERATURE

GROUP

1

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THE NATURE OF GROUP 1 COURSES their meaning is affected by reading practices that
are culturally defined. Students will explore the ways
All students must study a Group 1 course. Your in which language is used to construct meaning in a
choice of Group 1 subject should be based on your range of contexts both literary and non-literary.
first or best language in an academic context. It Students will engage in both written and oral literary
should be the language you are most confident using analysis based on familiar and unfamiliar texts. Texts
for writing essays, oral presentations and reading are chosen from a variety of sources, genre and
literary texts. All Group 1 courses contain a high media including works in translation. This course will
degree of literature and, as such, require close foster student ability to use various modes of writing
analytical reading. These courses are designed to appropriate to purpose and audience, organize a
develop your critical faculty, language competence, logical and sustained argument, and use
and communication skills. All courses are available at sophisticated language with coherence, precision
Higher and Standard Levels. and clarity.

LANGUAGE A: ENGLISH, THAI AND CHINESE The aims of studies in Group 1 language and
LANGUAGE & LITERATURE literature are to

Introduction 1. Engage with a range of texts in a variety of
media and modes, from different periods,
The Language A: English, Thai and Chinese Language styles, genres and cultures.
and Literature course develops skills of textual
analysis. Texts are analysed for their form and how 2. Develop skills in listening, speaking, reading,
writing, viewing, presenting and performing

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Time and space Intertextuality: connecting texts

• How important is cultural context to the • How do texts adhere to and deviate from
production and reception of a text? conventions associated with genre or text
type?
• How do we approach texts from different
times and cultures to our own? • How do conventions evolve over time?
• In what ways can diverse texts share points
• To what extent do texts offer insight into
another culture? of similarity?
• How valid is the notion of a ‘classic’ work?
• How does the meaning and impact of a work • How can texts offer multiple perspectives of
change over time?
a single issue, topic of theme?
• How do texts engage with local and global • In what ways can comparison and
issues?
interpretation be transformative?
• How does language represent social
distinctions and identities?

ENGLISH, THAI CHINESE LANGUAGE & LITERATURE
Assessment Details

Higher Level Standard Level

External Assessment 80% External Assessment 70%
(35%) Paper 1: (1 hour 30 minutes) (35%)
Paper 1: Guided literary analysis (25%) Paper 2: (1 hour 30 minutes) (35%)
(2 hours) (25%)

Paper 2: Comparative Essay – (2 hours) 30%

HL Essay (25%) Written assignment:

Students submit an essay and literary / 20% Internal Assessment
non-literary text. The essay must be (15%) Individual Oral
1,200 –1,500 characters in length

Internal Assessment

Individual Oral based on one literary and
one non -literary text

The response must examine the ways in The response must examine the ways in
which the global issue of your choice is which the global issue of your choice is
presented through the content and form presented through the content and form
of the 2 works that you have studied. of the 2 works that you have studied.

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LANGUAGE
ACQUISITION

LANGUAGE B

GROUP
2

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THE NATURE OF GROUP 2 COURSES intercultural understanding. It should not be
intended solely for the study of specific subject
Learning a language acquisition course engages the matter or content.
mind and broadens a person’s perspective on the
world around them. Being able to think, decode, Aims
translate and express yourself in two languages has
become an increasingly sought after, almost • Develop international-mindedness through
essential, requirement in this globally the study of languages, cultures, and ideas
interconnected world we live in. Furthermore, and issues of global significance
another language deepens awareness and
understanding of other cultures and helps us better • Enable the students to communicate in the
appreciate the exciting diversity of humanity in all language they have studied in a range of
its colors and flavors. A keystone of the IB Diploma contexts and for a variety of purposes
Programme, which differentiates itself from many
other educational programmes, is its insistence that • Encourage, through the study of texts and
all students successfully complete a language through social interaction, an awareness
acquisition course. This is in keeping with the IBO and appreciation of a variety of
Mission statement as well as the mission of SISB perspectives of people from diverse
Sixth Form School. cultures

Language B is a language acquisition course for • Develop students’ understanding of the
students who have had previous experience of relationship between the languages and
learning the language and have attained a relatively cultures with which they are familiar
high degree of fluency and literacy and wish to
pursue this further. • Develop students’ awareness of the
importance of language in relation to other
Students may study two different languages in areas of knowledge
Group 1, or one language in Group 1 and one in
Group 2. The first choice leads automatically to a • Provide students with a basis for further
Bilingual Diploma. study, work and leisure through the use of
an additional language
LANGUAGE B: ENGLISH OR CHINESE B
• Provide students, through language
Introduction learning and the process of inquiry, with
opportunities for intellectual engagement
English or Chinese B is an additional language- and the development of critical and creative
learning course designed for students with some thinking skill
previous learning of English or Chinese. It may be
studied at either SL or HL. The main focus of the Assessment Objectives
course is on language acquisition and development
of language skills. These language skills should be 1. Communicate clearly and effective in a
developed through the study and use of a range of range of contexts and for a variety of
written and spoken material. Such material will purposes.
extend from everyday oral exchanges to literary
texts, and should be related to the culture(s) 2. Understand and use language appropriate
concerned. The material should be chosen to enable to a range of interpersonal and/or
students to develop mastery of language skills and 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

6. Understand and use works of literature
written in the target language of study (HL
only

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Syllabus Details Texts
Themes
The study of text types develops students’
Language acquisition programmes will be delivered receptive, productive and interactive skills, texts
through the use of five prescribed themes, which have been divided into three categories according
are related to the global contexts used in the to their communicative functions and include, but
Middle Years Programme, in order to enhance the are not limited to, those indicated in the table
learning continuum in the IB programmes. below:
The prescribed themes are as the following:
Personal Professional Mass media
• Identities texts texts texts
• Experiences
• Human ingenuity Blog Blog Article (newspaper,
• Social organization Diary
• Sharing the planet Email Brochure magazine)
Both SL and HL will be using these themes in order Invitation
to structure the course. List Catalogue Blog
Literature: HL only Personal letter
Two literary works to be selected to study and Postcard Email Brochure
receptive skills to be assessed through the inclusion Social media
of one literary extract in assessment 2/paper 2. posting/ Essay Film
chat room
Concepts Text message Formal letter Flyer
The study of language requires careful attention to Timetable
forms, structures, functions and conceptual Interview Interview
understandings of the language.
The conceptual understandings are: Invitation Leaflet

• Audience: Students understand that Literature Literature
language should be appropriate for the
person(s) with whom one is communicating Maps/diagrams News report

• Context: Students understand that language Menu Newsletter
should be appropriate to the situation in
which one is communicating Online forum Opinion column/

• Purpose: Students understand that Personal
language should be appropriate to achieve
a desired intention, goal or result when statement/ editorial
communicating
CV Pamphlet
• Meaning: Students understand that
language is used in a range of ways to Proposal Podcast
communicate a message
Questionnaire Poster
• Variation: Students understand that
differences exist within a given Recipe Public commentary
language,and that speakers of a given
language are generally able to understand Supporting letter (editorial/readers’
each other.
Report letters)

Set of

instructions/ Radio program

guidelines Review

Survey Social media posting

timetable Speech

Travel guide

TV/drama/music

Web page

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Assessment Details 75% Standard Level 75%
(25%) External Assessment (50%)
Higher Level Assessment 1/Paper 1: Writing - 1h15m
External Assessment (50%) Assessment 2/Paper 2: Receptive skills
Assessment 1/Paper 1: Writing - – listening and
1h30m reading (separate sections)
Assessment 2/Paper 2: Receptive Listening comprehension – 45 m
skills – listening and Reading comprehension – 1 hr
reading (separate sections)
Listening comprehension – 1 hr
Reading comprehension – 1 hr

Internal Assessment 25% Internal Assessment 25%

Individual oral Individual oral

12 – 15 minutes + 20 minutes of 12 – 15 minutes + 20 minutes of
preparation preparation

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INDIVIDUALS
AND SOCIETIES

GROUP
3

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THE NATURE OF GROUP 3 COURSES of scarcity and resource allocations while
Business Management studies business
Group 3 subjects equip students with the skills functions, management processes and decision
of analysis, making in contemporary contexts of strategic
uncertainty. Students will consider business
evaluation and critical thinking. They also decisions such as how to allocate resources so
develop a student’s ability to present their they are used efficiently and sustainably within
conclusions in a logical and clear manner in both a business organization. They will consider
written and oral situations. All courses are models by which these decisions are made and
designed to be international in character, the impact these decisions could have on
drawing on examples from around the world. stakeholders and the community. Specific
business functions such as managing human
Keystone Academy students will have gained resources, financing and accounting, marketing
prerequisite skills in their MYP Economics and and operations will be studied within a broader
20th Century World History courses and should conceptual framework that takes a global
be able to analyse information critically and perspective on how businesses operate. These
draw conclusions from a wide variety of sources. concepts must be understood and must be
Good essay writing skills and the ability to do constantly reconsidered by all businesses; they
extensive academic research are beneficial. include innovation and change, the culture in
which they produce and from whom they
Business Management produce, the ethics of production and
management, trends and issues surrounding
Introduction globalization of markets, and strategies for
management in all of these areas. Students will
The Business Management course in Group 3 is learn that businesses need to be profit seekers
a dynamic course providing students with in order to keep operating, but they will also
knowledge of the role of businesses, how they learn that model businesses reflect corporate
operate, and how they are distinct as social responsibility in their vision, and thus
organizations in society. Students learn how remain both sustainable and valued in the
businesses operate as profit-makers and risk- global community.
takers that operate in a competitive
environment. Economics studies the problem

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Aims & Objectives 3.2 Costs and revenues
3.3 Break-even analysis
1. Encourage a holistic view of the world of 3.4 Final accounts (some HL only)
business 3.5 Profitability and liquidity ratio analysis
3.6 Efficiency ratio analysis (HL only)
2. Empower students to think critically and 3.7 Cash flow
strategically about individual and 3.8 Investment appraisal (some HL only)
organizational behaviour 3.9 Budgets (HL only)

3. Promote the importance of exploring business Unit 4: Marketing
issues from different cultural perspectives
4.1 The role of marketing
4. Enable the student to appreciate the nature and
significance of change in a local, regional and 4.2 Marketing planning (including
global context introduction to the four Ps)

5. Promote awareness of the importance of 4.3 Sales forecasting (HL only)
environmental, social and ethical factors in the 4.4 Market research
actions of individuals and organizations 4.5 The four Ps (product, price, promotion,

6. Develop an understanding of the importance of place)
innovation in a business environment. 4.6 The extended marketing mix of seven Ps

Syllabus Details (HL only)
4.7 International marketing (HL only)
Unit 1: Business organization and 4.8 E-commerce
environment
Unit 5: Operations management
1.1 Introduction to business management
1.2 Types of organizations 5.1 The role of operations management
1.3 Organizational objectives 1.2 Production methods
1.4 Stakeholders 1.3 Lean production and quality
1.5 External environment
1.6 Growth and evolution management (HL only)
1.7 Organizational planning tools (HL only)
1.4 Location
Unit 2: Human resource management 1.5 Production planning (HL only)
1.6 Research and development (HL only)
2.1 Functions and evolution of human 1.7 Crisis management and contingency
resource management
planning (HL only)
2.2 Organizational structure
2.3 Leadership and management
2.4 Motivation
2.5 Organizational (corporate) culture (HL
only)
2.6 Industrial/employee relations (HL only)

Unit 3: Finance and accounts

3.1 Sources of finance

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Assessment Details

Higher Level 75 % Standard Level 75 %
35% 30%
External assessment (4.5 hours) External assessment (3 hours)
Paper 1 (2 hours and 15 minutes) 40% Paper 1 (1 hour and 15 minutes)
Based on a case study issued in advance, with Based on a case study issued in advance,
additional unseen material for Section B and C. 25% with additional unseen material included
in section B.
• Section A - Students answer two of
three structured questions from • Section A - Students answer two of
Units 1-5 three structured questions from
Units 1-5
• Section B - Students answer one
compulsory structured question • Section B - Students answer one
based on the additional stimulus compulsory structured question
material based on the additional stimulus
material
• Section C - Students answer one
compulsory extended response Paper 2 (1 hour and 45 minutes) 45%
question primarily based on the
additional stimulus material • Section A - Students answer one
of two structured questions
Paper 2 (2 hours and 15 minutes) based on stimulus material with a
• Section A - Students answer one of quantitative focus from Units 1-5
two structured questions based on
stimulus material with a quantitative • Section B - Students answer one
focus from Units 1-5 of three structured questions
• Section B - Students answer two of based on stimulus material from
three structured questions based on Units 1-5
stimulus material from Units 1-5
• Section C - Students answer one of three • Section C - Students answer one
extended response questions. This of three extended response
question is based primarily on two questions. This question is based
concepts that underpin the course primarily on two concepts that
• Note: Each section above has underpin the course
extension topics included in each
section Internal assessment 25%
Written commentary Students produce a
Internal assessment written commentary based on three to
Research Project Students research and report five supporting documents about a real
on an issue facing an organization or a decision issue or problem facing a particular
to be made by an organization (or several organization. Maximum 1500 words. (25
organizations). Maximum 2,000 words. marks)

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Economics 1.5 Theory of the firm and market structures
Introduction (HL only)

The study of Economics involves finding a Section 2: Macroeconomics
solution to the basic problem of satisfying the
unlimited and competing wants of society with 2.1 The level of overall economic activity
the limited resources available. Students will (one topic HL extension)
study how the decisions of individuals, firms
and governments affect their own economic 2.2 Aggregate demand and aggregate
well-being as well as that of other members of supply (one topic HL only)
society. There is an emphasis placed upon the
economics of developing countries in the belief 2.3 Macroeconomic objectives (some
that the study of Economic Development helps topics HL extension, plus one topic HL
to provide part of the solution to the economic only)
problem that is a key issue in our world.
2.4 Fiscal policy
Aims & Objectives 2.5 Monetary policy
2.6 Supply-side policies
1. To develop skills of economic reasoning.
2. To develop the ability to use economic Section 3: International economics

tools to analyse and to explain past and 3.1 International trade (one topic HL
contemporary issues extension, plus one topic HL only)
3. To enhance understanding of how
individuals and societies pursue their 3.2 Exchange rates (some topics HL
economic objectives extension)
4. To evaluate theories and real-life
situations in an unbiased and rational 3.3 The balance of payments (one topic HL
manner extension, plus some topics HL only)
5. To cultivate a respect for and knowledge
of the interdependence and diversity of 3.4 Economic integration (one topic HL
economic realities in which the extension)
international community operates
6. To develop critical thinking skills. 3.5 Terms of trade (HL only)

Syllabus Details Section 4: Development economics

Section 1: Microeconomics 4.1 Economic development
1.1 Competitive markets: demand and 4.2 Measuring development
supply (some topics HL only) 4.3 The role of domestic factors
1.2 Elasticity 4.4 The role of international trade (one topic
1.3 Government intervention (some topics
HL extension, plus one topic HL only) HL extension)
1.4 Market failure (some topics HL only) 4.5 The role of foreign direct investment

(FDI)
4.6 The roles of foreign aid and multilateral

development assistance
4.7 The role of international debt
4.8 The balance between markets and

intervention

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Assessment Details

Higher Level Standard Level

External Assessment 80% External assessment (3 hours) 75 %

Paper 1: Extended Response questions 30% Paper 1: Extended Response questions 40%

covering Macro and Micro Economics-1h30m covering Macro and Micro Economics

1h30m

Paper 2: Data Response questions covering 30% Paper 2: Data Response questions 40%

Section 3 and 4 syllabus content- 1h30m covering Section 3 and 4 syllabus content

(International Economics and

Paper 3: HL Extension- 1h 20% Development Economics)-1h30m

Internal Assessment 20% Internal Assessment 20%

Students produce a portfolio of three Students produce a portfolio of three
commentaries, based on different sections of commentaries, based on different sections
the syllabus and on published extracts from of the syllabus and on published extracts
the news media. from the news media.

Maximum 750 words × 3(45 marks) Maximum 750 words × 3(45 marks)

History interpretations while working to support an
evaluation with logical, justifiable arguments
Introduction based on the evidence of the past events. This
requires a comparative analysis of political,
The History course in Group 3 – Individuals and social, economic, and even cultural factors that
Societies, is a course that encourages inquiry may affect their interpretations. The course uses
into a range of historical topics subsumed multiple authors and texts to support research
under broader historical concepts. These and understanding of the areas studied. This is a
concepts allow for discussions and evaluation course that truly develops an internationally
of how events relate to larger historical minded student that recognizes the problems of
problems or patterns. Questions that might how objectivity, perspective, and interpretation
arise could be: How does this represent change help frame historical knowledge.
or continuity in history? How can this
perspective be justified using evidence? Why is Aims & Objectives
this event significant? Can causal factors for
events be identified and agreed upon? Are the 1. Develop an understanding of, and
consequences of similar events always the continuing interest in, the past
same? There are many ways these questions
can be framed, but this method of inquiry 2. Encourage students to engage with
develops a critical approach to understanding multiple perspectives and to appreciate
the past. It requires students to consider the complex nature of historical
multiple perspectives and concepts, issues, events and
developments

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3. Promote international-mindedness Syllabus Details
through the study of history from more
than one region of the world Prescribed Subject: The Move to Global War
Case Study 1: Causes, Events and Responses to
4. Develop an understanding of history as Japanese Expansion in East Asia (1931-1941)
a discipline and to develop historical
consciousness including a sense of Case Study 2: Causes, Event and Responses to
chronology and context, and an Italian and German Expansion (1933-1940)
understanding of different historical Topics in World History
perspectives
1. Independence Movements (1800-2000)
5. Develop key historical skills, including 2. The Cold War: Superpower tensions
engaging effectively with sources
and rivalries (20th century)
6. Increase students’ understanding of HL Option - Depth Studies: History of Asia and
themselves and of contemporary Oceania
society by encouraging reflection on the
past. 1. Early Modernization and Imperial decline
in East Asia (1860-1912)

2. China and Korea (1910-1950)
3. Cold War Conflict in Asia

Higher Level 80% Standard Level 75 %
20% 30%
External assessment (5 hours) External assessment (2.5 hours)

Paper 1 (1 hour) Paper 1 (1 hours)
Answer four structured questions from 1 Answer four structured questions from 1
prescribed topic of study. prescribed topic of study.

Paper 2 (1.5 hours) 25% Paper 2 (1 hour 30 minutes) 45%
Essay paper based on 12 world history topics. Essay paper based on 12 world history
Answer two essay questions on two different topics. Answer two essay questions on
topics. two different topics.

Paper 3 (2.5 hours) 35%
Separate papers for each of the four regionals
options. For the selected region, answer three
essay questions.

Internal assessment 20% Internal Assessment 25%

Students complete an historical investigation Students complete an historical
based on a research question in an area of investigation based on a research question
interest to them, but related to the History in an area of interest to them, but related
syllabus. to the History syllabus.

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SCIENCES

EXPERIMENTAL SCIENCES

Group
4

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The Nature of Group 4 Courses

Group 4 subjects are necessary in developing the skills of
inquiry, hypothesis, application, evaluation and
reflection. Group 4 courses are excellent preparation for
university study. Keystone Academy will be offering
Biology, Chemistry, Computer Science and Physics at
Higher and Standard Levels as well as the
transdisciplinary subject, Environmental Systems and
Societies at Standard Level.

Students should carefully check university admission
requirements regarding entry into Science or Technology
faculties. Many universities require students to do two
Sciences along with an advanced Maths course. Higher
level courses are suitable for students who have a keen
interest and ability in Science and who score a minimum
grade of 5 in MYP Science and Maths.

The Group 4 Project

The Group 4 Project is a collaborative activity where students from different Group 4 subjects work
together on a scientific or technological topic, allowing for concepts and perceptions from across the
disciplines to be shared in line with Aim 10 of the program. It is also used toward Aims 7 & 8. The
project may be done either as an internal or external field trip.

Biology

Introduction

DP Biology in SISB Sixth School is concept based, inquiry based, and practice based. The students are
required to understand key concepts, which have trans-disciplinary value, by exploring biological
phenomena and applying biological theory. Through the process of thinking, asking, and answering
inquiry questions, students will construct a knowledge system in their mind. As a typical experiment-
based discipline, biology study requires students to investigate biological phenomena via the whole
process of scientific method, including making hypotheses, deducting predictions, designing
experiments, gathering and interpreting data, drawing conclusions and evaluating their results. By
taking the course, students should build a clear and logical knowledge structure in biology, which will
help them to get ready for further relevant study. They will also have developed their skills in
analyzing complex systems and dealing with complex issues, which can be widely used in their future
work and life.

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Aims & Objectives 7. Develop and apply 21st century
communication skills in the study of
1. Appreciate scientific study and science
creativity within a global context
through stimulating and challenging 8. Become critically aware, as global
opportunities citizens, of the ethical implications of
using science and technology
2. Acquire a body of knowledge, methods
and techniques that characterize 9. Develop an appreciation of the
science and technology possibilities and limitations of science
and technology
3. Apply and use a body of knowledge,
methods and techniques that 10. Develop an understanding of the
characterize science and technology relationships between scientific
disciplines and their influence on other
4. Develop an ability to analyse, evaluate areas of knowledge.
and synthesize scientific information
Syllabus Details
5. Develop a critical awareness of the
need for, and the value of, effective DP Biology in Keystone Academy is made up of
collaboration and communication 10 units, which cover the sub-disciplines
during scientific activities including evolution, ecology, physiology, cell
biology, biochemistry, genetics, molecular
6. Develop experimental and investigative biology and bioinformatics. The sequence of
scientific skills including the use of the study is carefully designed based on the
current technologies knowledge structure, the development of
science in human history, and the development
of students’ cognition.

Unit 1: Evolution and biodiversity

Students explore how human being model
evolutionary theories to explain the diversity
and unity of organisms. Topics of study
include: 1) classification of biodiversity, 2)
cladistics, 3) evidence of evolution and 4)
natural selection.

Unit 2: Ecology

Students explore how organisms adapt and
interact with environment and how ecosystem
works. Topics of study include: 1) species,
communities and ecosystems, 2) carbon
cycling, 3) climate change and 4) energy flow.

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Unit 3: Plant biology (HL only) related to evolution. Topics of study include: 1)
cell division, 2) inheritance, 3) chromosomes, 4)
Students explore how plant body works as a meiosis, and 5) gene pools and speciation (HL).
system. Topics of study include: 1) transport in
the xylem of plants, 2) transport in the phloem, Unit 9: DNA sciences
3) growth in plants, and 4) reproduction in
plants. Students explore how genetic information is
expressed and instruct the life activities. Topics
Unit 4: Animal physiology (HL only) of study include: 1) Structure of DNA and RNA,
2) DNA structure and replication (HL), 3)
Students explore how animal body works as a transcription and gene expression (HL), 4)
system. Topics of study include: 1) movement, genes, 5) translation (HL) and 6) genetic
2) the kidney and osmoregulation, and 3) modification and biotechnology.
sexual reproduction.
Unit 10: Biotechnology and
Unit 5: Human Physiology bioinformatics

Students explore how human body works as a Students explore how human apply biological
system. Topics of study include: 1) digestion knowledge and technology. Topics of study
and absorption, 2) the blood system, 3) gas include: 1) Microbiology: organisms in industry,
exchange, and 4) hormones, homeostasis and 2) biotechnology in agriculture, 3)
reproduction. environmental protection, 4) medicine (HL) and
5) bioinformatics (HL).
Unit 6: Biological molecules

Students explore how the molecules in
organisms form highly ordered structure and
carry out biological functions. Topics of study
include: 1) molecules to metabolism, 2) water,
3) carbohydrates and lipids, 4) proteins and 5)
enzymes.

Unit 7: Cellular metabolism

Students explore how cell works as a complex
system in molecular level. Topics of study
include: 1) introduction to cells, 2)
ultrastructure of cells, 3) membrane structures,
4) membrane transport, 5) neurons and
synapses, 6) defense against infectious disease,
7) antibody production and vaccination (HL), 8)
cell respiration, and 9) photosynthesis.

Unit 8: Genetics

Students explore how genetic information is
passed to next generation and how this process

Singapore International School of Bangkok 33

Chemistry collaboration and communication
Introduction during scientific activities
6. Develop experimental and investigative
DP chemistry in SISB Sixth Form School is scientific skills including the use of
concept based, inquiry based, and practice current technologies
based. The students are required to understand 7. Develop and apply 21st century
key concepts, which have trans-disciplinary communication skills in the study of
value, by exploring chemical phenomena and science
applying chemical theory. Through the process 8. Become critically aware, as global
of thinking, asking, and answering inquiry citizens, of the ethical implications of
questions, students will construct a system of using science and technology
knowledge in their mind. As a typical 9. Develop an appreciation of the
experiment-based discipline, chemical study possibilities and limitations of science
requires students to investigate chemical and technology
phenomena via the whole process of scientific 10. Develop an understanding of the
method, including making hypothesis, relationships between scientific
deducting prediction, designing experiment, disciplines and their influence on other
gathering and interpreting data, drawing areas of knowledge.
conclusion and evaluating the result. By taking
the course, students should build a clear and Syllabus Details
logical knowledge structure in chemistry, which
will help them to get ready for further relevant DP chemistry in SISB Sixth Form School is
study. They should also have developed their made up of 12 units, which cover topics
skills in abstracting simplified models from including quantitative calculation, atomic and
complex issues in real-life, which can be widely molecular structure, chemical reaction, and
used in their future work and life. organic chemistry. The sequence of the study
is carefully designed based on the knowledge
Aims & Objectives structure, the development of science in
human history, and the development of
1. Appreciate scientific study and creativity students’ cognition.
within a global context through
stimulating and challenging Unit 1: Measurement and data
opportunities processing

2. Acquire a body of knowledge, methods Students learn that measurement has a limit
and techniques that characterize of precision and accuracy, and this must be
science and technology taken into account when evaluating
experimental results. Topics of study include:
3. Apply and use a body of knowledge, 1) uncertainties and errors in measurement
methods and techniques that and results, and 2) graphical techniques.
characterize science and technology

4. Develop an ability to analyse, evaluate
and synthesize scientific information

5. Develop a critical awareness of the need
for, and the value of, effective

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Unit 2: Stoichiometric relationships Unit 7: Chemical Kinetics

Students correlate the number of particles Students explore the factors that effect
with the mass that can be measured. Topics of reaction rate. Topics of study include: 1)
study include: 1) introduction to the collision theory and rates of reaction 2) rate
particulate nature of matter and chemical expression and reaction mechanism (HL), and
change, 2) the mole concept, 3) reacting 3) activation energy.
masses and volumes.
Unit 8: Organic Chemistry
Unit 3: Atomic Structure
Students explore the structure and properties
Students explore the structure of atom. Topics of organic molecules. Topics of study include:
of study include: 1) the nuclear atom, 2) 1) fundamentals of organic chemistry, 2)
electron configuration, and 3) electrons in functional group chemistry, 3) types of organic
atom (HL). reactions (HL), 4) synthetic routes (HL), 5)
stereoisomerism (HL), and 6) spectroscopic
Unit 4: Periodicity identification of organic compounds (HL).

Students learn the arrangement of elements in Unit 9: Equilibrium
the periodic table and predict their electron
configuration. Topics of study include: 1) Students explore the dynamic balance in
periodic table, 2) periodic trends, 3) first-row chemical reactions. Topics of study include: 1)
d-block elements (HL) and 4) coloured equilibrium and 2) equilibrium law (HL).
complexes (HL).
Unit 10: Acids and Bases
Unit 5: Chemical Bonding & Structure
Students explore the properties of acids and
Students explore how atoms bond together. bases and the reactions between them. Topics
Topics of study include: 1) ionic bonding and of study include: 1) theories of acids and bases,
structure, 2) Covalent bonding, 3) Covalent 2) properties of acids and bases, 3) the pH
structures, 4) Intermolecular forces, 5) Metallic scale, 4) strong and weak acids and bases, 5)
bonding, 6) Covalent bonding and electron Acid deposition, 6) Lewis acids and bases

domain and molecular geometries (HL), and 7) (HL), 7) calculations involving acids and bases
Hybridization (HL). (HL), and 8) pH curves (HL).

Unit 6: Energetics Unit 11: Redox process

Students investigate the enthalpy changes from Students explore the reactions that involve
chemical reaction. Topics of study include: 1) electron transfer. Topics of study include: 1)
measuring energy changes, 2) Hess’s Law, 3) oxidation and reduction, 2) electrochemical cell,
Bond enthalpies, 4) energy cycles (HL) and 5) and electrochemical cells (HL).
entropy and spontaneity (HL).
Unit 12: Option

Depending on option chosen.

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Assessment Details —Higher Level

Assessment tasks Weighting

External assessment 60%

Part 1: Comparative study 20%

Students at HL analyse and compare different artworks by different artists. This
independent critical and contextual investigation explores artworks, objects and artefacts
from differing cultural contexts.

• HL students submit 10–15 screens which examine and compare at least three
artworks, at least two of which need to be by different artists. The works selected
for comparison and analysis should come from contrasting contexts (local,
national, international and/or intercultural).

• HL students submit 3–5 screens which analyse the extent to which their work and
practices have been influenced by the art and artists examined.

• HL students submit a list of sources used.

Part 2: Process portfolio

Students at HL submit carefully selected materials which evidence their experimentation, 40%
exploration, manipulation and refinement of a variety of visual arts activities during the
two-year course.

• HL students submit 13–25 screens which evidence their sustained
experimentation, exploration, manipulation and refinement of a variety of art-
making activities. For HL students the submitted work must have been created in
at least three art-making forms, selected from a minimum of two columns of the
art-making forms table.

Internal Assessment 40%

This task is internally assessed by the teacher and externally moderated by the IB at the
end of the course.

Part 3: Exhibition Students at HL submit for assessment a selection of resolved artworks
from their exhibition. The selected pieces should show evidence of their technical
accomplishment during the visual arts course and an understanding of the use of
materials, ideas and practices appropriate to visual communication.

• HL students submit a curatorial rationale that does not exceed 700 words.

• HL students submit 8–11 artworks.

• HL students submit exhibition text (stating the title, medium, size and intention)
for each selected artwork.

• HL students may submit two photographs of their overall exhibition. These
exhibition photographs provide an understanding of the context of the exhibition
and the size and scope of the works. While the photographs will not be used to
assess individual artworks, they may give the moderator insight into how a
candidate has considered the overall experience of the viewer in their exhibition.

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Assessment Details —Standard Level

Assessment tasks Weighting
60%
External assessment 20%

Part 1: Comparative study 40%

Students at SL analyse and compare different artworks by different artists. This
independent critical and contextual investigation explores artworks, objects and artifacts
from differing cultural contexts.

• SL students submit 10–15 screens which examine and compare at least three
artworks, at least two of which should be by different artists. The work selected for
comparison and analysis should come from contrasting contexts (local, national,
international and/or intercultural).

• SL students submit a list of sources used.

Part 2: Process portfolio

Students at SL submit carefully selected materials which evidence their experimentation,
exploration, manipulation and refinement of a variety of visual arts activities during the
two-year course.

• SL students submit 9–18 screens which evidence their sustained experimentation,
exploration, manipulation and refinement of a variety of art-making activities. For
SL students the submitted work must be in at least two art-making forms, each
from separate columns of the art-making forms table.

• SL students submit a list of sources used.

Internal Assessment 40%

This task is internally assessed by the teacher and externally moderated by the IB at the
end of the course.

Part 3: Exhibition

Students at SL submit for assessment a selection of resolved artworks from their
exhibition. The selected pieces should show evidence of their technical accomplishment
during the visual arts course and an understanding of the use of materials, ideas and
practices appropriate to visual communication.

• SL students submit a curatorial rationale that does not exceed 400 words.
• SL students submit 4–7 artworks.
• SL students submit exhibition text (stating the title, medium, size and intention) for

each selected artwork.
• SL students may submit two photographs of their overall exhibition. These

exhibition photographs provide an understanding of the context of the exhibition
and the size and scope of the works. While the photographs will not be used to
assess individual artworks, they may give the moderator insight into how a
candidate has considered the overall experience of the viewer in their exhibition.

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