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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STRATEGIC THRUSTS OF THE SCHOOL
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CONTENTS Mathematics : Applications and Interpretation SL and HK
........................................................................................49
The IB Learner Profile .......................................................5 GROUP 6 : THE ARTS AND ELECTIVES..........................55
IBDP Curriculum Structure................................................6 Visual Arts.......................................................................57
What does the Diploma entail? ........................................7 Assessment Details —Higher Level.................................58
How is it assessed? ...........................................................9 Assessment Details —Standard Level.............................59
Approaches to teaching (ATT) and approaches to learning Art Making Forms ...........................................................60
(ATL) in IB..........................................................................9 THE THEORY OF KNOWLEDGE (TOK)............................61
What does the IB define as approaches to teaching? ......9 EXTENDED ESSAY (EE)..................................................62
Teaching and Learning at SISB Sixth Form School ..........10 Writing the Extended Essay............................................63
The IB Diploma at SISB Sixth Form School ......................10 Assessment grade descriptors for the extended essay ..65
Academic Requirements for IBDP...................................12 EE Deadlines for AY 2020-2022 ......................................67
IBDP Supject options.......................................................13 CREATIVITY, ACTIVITY, SERVICE [CAS] .........................68
IBDP Grading...................................................................14 Brief Introduction ...........................................................68
TOK and EE Points Matrix ...............................................15 References ......................................................................71
The Bilingual Diploma .....................................................16
Award of the IB Diploma.................................................16
GROUP 1 : STUDIES IN LANGUAGE AND LITERATURE...17
English, THAI Chinese LANGUAGE & Literature ..............20
GROUP 2 : LANGUAGE ACQUISITION LANGUAGE B .....21
Language B: English or chinese B....................................22
Assessment outline - SL ..................................................24
Assessment outline - HL..................................................25
GROUP 3: INDIVIDUALS AND SOCIETIES........................27
Business Management....................................................28
Economics .......................................................................31
History.............................................................................33
Geography ......................................................................35
GROUP 4 : SCIENCES.......................................................37
Biology ............................................................................38
Chemistry ........................................................................41
Physics ............................................................................44
GROUP 5 : MATHEMATICS .............................................48
Mathematics : Applications and approaches SL and HK 49
Singapore International School of Bangkok 4
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 Admission 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. This is because 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 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 Arts 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, students take examinations in each of the six subjects
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, Visual Arts, is offered in Group 6. The student can have the option of choosing the subject
from this group or another 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 IBDP SUPJECT 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 Visual 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.
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 3 2 2 Failing
Condition
Extended Essay Good 1
32 2
B
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. 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 from group 1 with the award of a grade 3 or higher in
both
• Completion of one of the subjects from group 3 or group 4 in a language that is not the same as
the candidate's nominated group 1 language
• Attainment of a grade 3 or higher in both the group 1 language and the 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).
• The candidate has not received a penalty for academic misconduct from the Final Award
Committee
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STUDIES IN
LANGUAGE AND
LITERATURE
GROUP
1
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THE NATURE OF GROUP 1 COURSES
All students must study a Group 1 course. Your choice of Group 1 subject should be based on your first or best
language in an academic context. It should be the language you are most confident using for writing essays, oral
presentations and reading literary texts. All Group 1 courses contain a high degree of literature and, as such,
require close analytical reading. These courses are designed to develop your critical thinking, language
competence, and communication skills. All courses are available at Higher and Standard Levels.
LANGUAGE A: ENGLISH, THAI AND CHINESE LANGUAGE & LITERATURE
Introduction
The Language A: English, Thai and Chinese Language and Literature course develops skills of textual analysis. Texts
are analysed for their form and how their meaning is affected by reading practices that are culturally defined.
Students will explore the ways in which language is used to construct meaning in a range of contexts both literary
and non-literary. Students will engage in both written and oral literary analysis based on familiar and unfamiliar
texts. Texts are chosen from a variety of sources, genre and media including works in translation. This course will
foster student ability to use various modes of writing appropriate to purpose and audience, organize a logical and
sustained argument, and use sophisticated language with coherence, precision and clarity.
The aims of studies in Group 1 language and literature are to
1. Engage with a range of texts in a variety of media and modes, from different periods, styles, genres and
cultures.
2. Develop skills in listening, speaking, reading, writing, viewing, presenting and performing
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Time and space
• How important is cultural context to the production and reception of a text?
• How do we approach texts from different times and cultures to our own?
• To what extent do texts offer insight into another culture?
• How does the meaning and impact of a work change over time?
• How do texts engage with local and global issues?
• How does language represent social distinctions and identities?
Intertextuality: connecting texts
• How do texts adhere to and deviate from conventions associated with genre or text type?
• How do conventions evolve over time?
• In what ways can diverse texts share points of similarity?
• How valid is the notion of a ‘classic’ work?
• How can texts offer multiple perspectives of a single issue, topic of theme?
• In what ways can comparison and interpretation be transformative?
Readers, writers and texts
Readers, writers and texts aims to introduce students to the skills and approaches required to closely examine
texts as well as to introduce metacognitive awareness of the nature of the discipline by considering the
following guiding conceptual questions:
• Why and how do we study language and literature?
• How are we affected by texts in various ways?
• In what ways is meaning constructed, negotiated, expressed and interpreted?
• How does language use vary amongst text types and amongst literary forms?
• How does the structure or style of a text affect meaning?
• How do texts offer insights and challenges?
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ENGLISH, THAI CHINESE LANGUAGE & LITERATURE
Assessment Details
Higher Level Standard Level 70%
External Assessment 80% External Assessment
Paper 1: Guided literary analysis (35%) Paper 1: (1 hour 30 minutes) (35%)
(2 hours)
Paper 2: Comparative Essay – (2 hours) (25%) Paper 2: (1 hour 30 minutes) (35%)
HL Essay (25%)
Students submit an essay and literary / 20% Internal Assessment 30%
non-literary text. The essay must be
1,200 –1,500 characters in length
Internal Assessment
Individual Oral based on one literary and Individual Oral
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 Aims
Learning a language acquisition course engages the • Develop international-mindedness through
mind and broadens a person’s perspective on the the study of languages, cultures, and ideas
world around them. Being able to think, decode, and issues of global significance
translate and express yourself in two languages has
become an increasingly sought after, almost • Enable the students to communicate in the
essential, requirement in this globally language they have studied in a range of
interconnected world we live in. Furthermore, contexts and for a variety of purposes
another language deepens awareness and
understanding of other cultures and helps us better • Encourage, through the study of texts and
appreciate the exciting diversity of humanity in all through social interaction, an awareness
its colors and flavors. A keystone of the IB Diploma and appreciation of a variety of
Programme, which differentiates itself from many perspectives of people from diverse
other educational programmes, is its insistence that cultures
all students successfully complete a language
acquisition course. This is in keeping with the IBO • Develop students’ understanding of the
Mission statement as well as the mission of SISB relationship between the languages and
Sixth Form School. cultures with which they are familiar
Language B is a language acquisition course for • Develop students’ awareness of the
students who have had previous experience of importance of language in relation to other
learning the language and have attained a relatively areas of knowledge
high degree of fluency and literacy and wish to
pursue this further. • Provide students with a basis for further
study, work and leisure through the use of
LANGUAGE B: ENGLISH OR CHINESE B an additional language
Introduction • Provide students, through language
learning and the process of inquiry, with
English or Chinese B is an additional language- opportunities for intellectual engagement
learning course designed for students with some and the development of critical and creative
previous learning of English or Chinese. It may be thinking skill
studied at either SL or HL. The main focus of the
course is on language acquisition and development Assessment Objectives
of language skills. These language skills should be
developed through the study and use of a range of 1. Communicate clearly and effective in a
written and spoken material. Such material will range of contexts and for a variety of
extend from everyday oral exchanges to literary purposes.
texts, and should be related to the culture(s)
concerned. The material should be chosen to enable 2. Understand and use language appropriate
students to develop mastery of language skills and to a range of interpersonal and/or
intercultural understanding. It should not be intercultural contexts and audiences
intended solely for the study of specific subject
matter or content. 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
Singapore International School of Bangkok 22
Syllabus Details • Audience: Students understand that
Themes language should be appropriate for the
person(s) with whom one is communicating
Language acquisition programmes will be delivered
through the use of five prescribed themes, which • Context: Students understand that language
are related to the global contexts used in the should be appropriate to the situation in
Middle Years Programme, in order to enhance the which one is communicating
learning continuum in the IB programmes.
The prescribed themes are as the following: • Purpose: Students understand that
language should be appropriate to achieve
• Identities a desired intention, goal or result when
• Experiences communicating
• Human ingenuity
• Social organization • Meaning: Students understand that
• Sharing the planet language is used in a range of ways to
Both SL and HL will be using these themes in order communicate a message
to structure the course.
Literature: HL only • Variation: Students understand that
Two literary works to be selected to study and differences exist within a given
receptive skills to be assessed through the inclusion language,and that speakers of a given
of one literary extract in assessment 2/paper 2. language are generally able to understand
each other.
Concepts
The study of language requires careful attention to Texts
forms, structures, functions and conceptual
understandings of the language. The study of text types develops students’
The conceptual understandings are: receptive, productive and interactive skills, texts
have been divided into three categories according
to their communicative functions and include, but
are not limited to, those indicated in the table
below:
Singapore International School of Bangkok 23
ASSESSMENT OUTLINE - SL
First assessment 2020
Assessment component Weighting
External assessment (3 hours) 75%
25%
Paper 1 (1 hour 15 minutes)
Productive skills – writing (30 marks)
One writing task of 250-400 words from a choice of three, each from a different theme,
choosing a text type from among those listed in the examination instructions.
Paper 2 (1 hour 45 minutes) 25%
Receptive skills – separate sections for listening and reading (65 marks)
Listening comprehension (45 minute) (25 marks)
Reading comprehension (1 hour) (40 marks)
Comprehension exercises on three audio passages and three written texts, drawn from
all five themes.
Internal assessment 25%
This component is internally assessed by the teacher and externally moderated by the
IB at the end of the course.
Individual oral assessment
A conversation with the teacher, based on a visual stimulus, followed by discussion
based on an additional theme. (30 marks)
Singapore International School of Bangkok 24
ASSESSMENT OUTLINE - HL
First assessment 2020
Assessment component Weighting
External assessment (3 hours 30 minutes) 75%
25%
Paper 1 (1 hour 30 minutes)
Productive skills – writing (30 marks)
One writing task of 450-600 words from a choice of three, each from a different theme,
choosing a text type from among those listed in the examination instructions.
Paper 2 (2 hours) 50%
Receptive skills – separate sections for listening and reading (65 marks)
Listening comprehension (1 hour) (25 marks)
Reading comprehension (1 hour) (40 marks)
Comprehension exercises on three audio passages and three written texts, drawn from
all five themes.
Internal assessment 25%
This component is internally assessed by the teacher and externally moderated by the
IB at the end of the course.
Individual oral assessment
A conversation with the teacher, based on an extract from one of the literary works a
studied in class, followed by discussion based on one or more of the themes from the
syllabus. (30 marks)
Singapore International School of Bangkok 25
Assessment Details Standard Level
Higher Level 75% External Assessment 75%
External Assessment
Assessment 1/Paper 1: Writing - Assessment 1/Paper 1: Writing - 1h15m
1h30m
Assessment 2/Paper 2: Receptive (25%) Assessment 2/Paper 2: Receptive skills
skills – listening and – listening and
reading (separate sections)
Listening comprehension – 1 hr reading (separate sections)
Reading comprehension – 1 hr
Listening comprehension – 45 m
(50%) Reading comprehension – 1 hr (50%)
Internal Assessment 25% Internal Assessment 25%
Individual oral Individual oral
12 – 15 minutes + 20 minutes of 12 – 15 minutes + 20 minutes of
preparation preparation
Singapore International School of Bangkok 26
INDIVIDUALS
AND SOCIETIES
GROUP
3
Singapore International School of Bangkok 27
THE NATURE OF GROUP 3 COURSES scarcity and resource allocations while Business
Management studies business functions,
Group 3 subjects equip students with the skills management processes and decision making in
of analysis evaluation and critical thinking. They contemporary contexts of strategic uncertainty.
also develop a student’s ability to present their Students will consider business decisions such as
conclusions in a logical and clear manner in both how to allocate resources so they are used
written and oral situations. All courses are efficiently and sustainably within a business
designed to be international in character, organization. They will consider models by
drawing on examples from around the world. which these decisions are made and the impact
these decisions could have on stakeholders and
SISB Sixth Form students will have gained the community. Specific business functions such
prerequisite skills in their Cambridge IGCSE as managing human resources, financing and
Humanities courses and should be able to accounting, marketing and operations will be
analyse information critically and draw studied within a broader conceptual framework
conclusions from a wide variety of sources. that takes a global perspective on how
Good essay writing skills and the ability to do businesses operate. These concepts must be
extensive academic research are beneficial. understood and must be constantly
reconsidered by all businesses; they include
BUSINESS MANAGEMENT innovation and change, the culture in which they
produce and from whom they produce, the
Introduction ethics of production and management, trends
and issues surrounding globalization of markets,
The Business Management course in Group 3 is and strategies for management in all of these
a dynamic course providing students with areas. Students will learn that businesses need
knowledge of the role of businesses, how they to be profit seekers in order to keep operating,
operate, and how they are distinct as but they will also learn that model businesses
organizations in society. Students learn how reflect corporate social responsibility in their
businesses operate as profit-makers and risk- vision, and thus remain both sustainable and
takers that operate in a competitive valued in the global community.
environment. Economics studies the problem of
Singapore International School of Bangkok 28
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
Singapore International School of Bangkok 29
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 • Section A - Students answer one
additional stimulus material of two structured questions
based on stimulus material with a
Paper 2 (2 hours and 15 minutes) quantitative focus from Units 1-5
• Section A - Students answer one of • Section B - Students answer one
two structured questions based on of three structured questions
stimulus material with a quantitative based on stimulus material from
focus from Units 1-5 Units 1-5
• Section B - Students answer two of • Section C - Students answer one
three structured questions based on of three extended response
stimulus material from Units 1-5 questions. This question is based
• Section C - Students answer one of three primarily on two concepts that
extended response questions. This underpin the course
question is based primarily on two
concepts that underpin the course Internal assessment 25%
• Note: Each section above has Written commentary Students produce a
extension topics included in each written commentary based on three to
section five supporting documents about a real
issue or problem facing a particular
Internal assessment organization. Maximum 1500 words. (25
Research Project Students research and report marks)
on an issue facing an organization or a decision
to be made by an organization (or several
organizations). Maximum 2,000 words.
Singapore International School of Bangkok 30
ECONOMICS Section 2: Macroeconomics
Introduction 2.1 The level of overall economic activity
(one topic HL extension)
The study of Economics involves finding a
solution to the basic problem of satisfying the 2.2 Aggregate demand and aggregate
unlimited and competing wants of society with supply (one topic HL only)
the limited resources available. Students will
study how the decisions of individuals, firms 2.3 Macroeconomic objectives (some
and governments affect their own economic topics HL extension, plus one topic HL
well-being as well as that of other members of only)
society. There is an emphasis placed upon the
economics of developing countries in the belief 2.4 Fiscal policy
that the study of Economic Development helps 2.5 Monetary policy
to provide part of the solution to the economic 2.6 Supply-side policies
problem that is a key issue in our world.
Section 3: International economics
Aims & Objectives
3.1 International trade (one topic HL
1. To develop skills of economic reasoning. extension, plus one topic HL only)
2. To develop the ability to use economic tools to
3.2 Exchange rates (some topics HL
analyse and to explain past and contemporary extension)
issues
3. To enhance understanding of how individuals 3.3 The balance of payments (one topic HL
and societies pursue their economic objectives extension, plus some topics HL only)
4. To evaluate theories and real-life situations in
an unbiased and rational manner 3.4 Economic integration (one topic HL
5. To cultivate a respect for and knowledge of the extension)
interdependence and diversity of economic
realities in which the international community 3.5 Terms of trade (HL only)
operates
6. To develop critical thinking skills. Section 4: Development economics
Syllabus Details 4.1 Economic development
4.2 Measuring development
Section 1: Microeconomics 4.3 The role of domestic factors
1.1 Competitive markets: demand and 4.4 The role of international trade (one topic
supply (some topics HL only)
1.2 Elasticity HL extension)
1.3 Government intervention (some topics 4.5 The role of foreign direct investment
HL extension, plus one topic HL only)
1.4 Market failure (some topics HL only) (FDI)
1.5 Theory of the firm and market structures 4.6 The roles of foreign aid and multilateral
(HL only)
development assistance
4.7 The role of international debt
4.8 The balance between markets and
intervention
Singapore International School of Bangkok 31
Assessment Details
Higher Level Standard Level 80%
External Assessment (4 hours) 40%
Paper 1: Extended Response questions 80% External assessment (3 hours)
covering Macro and Micro Economics- 1h30m 40%
30% Paper 1: Extended Response questions
Paper 2: Data Response questions covering covering Macro and Micro Economics-
Section 3 and 4 syllabus content- 1h30m 1h30m
Paper 2: Data Response questions
Paper 3: HL Extension- 1h
30% covering Section 3 and 4 syllabus content
(International Economics and
Development Economics)- 1h30m
20%
Internal Assessment 20% Internal Assessment 20%
Students produce a portfolio of three Students produce a portfolio of three
commentaries, based on different sections of
the syllabus and on published extracts from commentaries, based on different sections
the news media.
of the syllabus and on published extracts
from the news media.
Maximum 750 words × 3(45 marks) Maximum 750 words × 3(45 marks)
Singapore International School of Bangkok 32
HISTORY 3. Promote international-mindedness
through the study of history from more
Introduction than one region of the world
The History course in Group 3 – Individuals and 4. Develop an understanding of history as
Societies, is a course that encourages inquiry a discipline and to develop historical
into a range of historical topics subsumed under consciousness including a sense of
broader historical concepts. These concepts chronology and context, and an
allow for discussions and evaluation of how understanding of different historical
events relate to larger historical problems or perspectives
patterns. Questions that might arise could be:
How does this represent change or continuity in 5. Develop key historical skills, including
history? How can this perspective be justified engaging effectively with sources
using evidence? Why is this event significant?
Can causal factors for events be identified and 6. Increase students’ understanding of
agreed upon? Are the consequences of similar themselves and of contemporary
events always the same? There are many ways society by encouraging reflection on the
these questions can be framed, but this method past.
of inquiry develops a critical approach to
understanding the past. It requires students to Syllabus Details
consider multiple perspectives and
interpretations while working to support an Paper 1| Prescribed Subject: The Move to
evaluation with logical, justifiable arguments Global War
based on the evidence of the past events. This
requires a comparative analysis of political, Case Study 1: Causes, Events and
social, economic, and even cultural factors that Responses to Japanese Expansion in East
may affect their interpretations. The course uses Asia (1931-1941)
multiple authors and texts to support research
and understanding of the areas studied. This is a Case Study 2: Causes, Event and Responses
course that truly develops an internationally to Italian and German Expansion (1933-
minded student that recognizes the problems of 1940) Topics in World History
how objectivity, perspective, and interpretation
help frame historical knowledge. Paper 2| Topics in World History
Aims & Objectives 1. Authoritarian States (20th Century)
2. The Cold War: Superpower tensions
1. Develop an understanding of, and
continuing interest in, the past and rivalries (20th century)
2. Encourage students to engage with Paper 3|HL Option – In-Depth Studies: History
multiple perspectives and to appreciate of Asia and Oceania
the complex nature of historical
concepts, issues, events and 1. Impact of the Second World War on
developments South-East Asia
2. The People’s Republic of China (1949-
2005)
3. Cold War Conflicts in Asia
Singapore International School of Bangkok 33
Higher Level Standard Level
External assessment (5 hours) 80% External assessment (2.5 hours) 75 %
Paper 1 (1 hour)
Answer four structured questions from 1 20% Paper 1 (1 hours) 30%
prescribed topic of study.
Answer four structured questions from 1
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.
Singapore International School of Bangkok 34
GEOGRAPHY Aims & Objectives
Introduction 1. develop an understanding of the dynamic
interrelationships between people, places,
Geography is a dynamic subject and it uses real spaces and the environment at different
world context to explore concepts and ideas scales
from different disciplines and focuses on the
interactions between individuals, societies and 2. develop a critical awareness and consider
physical processes in both time and space. The complexity thinking in the context of the
Geography course incorporates both physical nexus of geographic issues, including:
and human geography, and ensures that o acquiring an in-depth understanding
students acquire elements of both of how geographic issues, or wicked
socio-economic and scientific methodologies. problems, have been shaped by
powerful human and physical
Syllabus Details processes
o synthesizing diverse geographic
The syllabus consists of a common core theme knowledge in order to form
and a number of optional geographic themes to viewpoints about how these issues
include the different aspects of Geography. could be resolved
The common core theme, “Geographic 3. understand and evaluate the need for
Perspectives – Global Change”, highlights the planning and sustainable development
key issues surrounding the world and explores through the management of resources at
the geography of population dynamics, climate varying scales.
change and resource consumption issues.
Teaching Approach
For the optional geographic themes, SL students
will study two optional themes while the HL The Geography course uses the Contextual and
students will study three optional themes, Conceptual approach in the teaching. Teaching
providing further breadth. These themes are is largely based on examples and case studies,
chosen with a global mindset and having the and inquiry approach is emphasized. Both the SL
local environment in mind. Through these and HL students will also undertake a fieldwork
themes, students will learn about the different as their Internal Assessment. The fieldwork will
processes, places, power and geographical hone their scientific and geographic skills, such
possibilities. as data collection, data analysis, presentation of
Optional Geographic Themes: arguments resulting in a written report, as they
explore the interaction of the theories in real
• Leisure, tourism and sport life.
• Oceans and coastal margins
• Urban environment
Singapore International School of Bangkok 35
Assessment Details
Higher Level Standard Level 75 %
35%
External Assessment 80% External assessment (2 hours 45 minutes)
Paper 1 (2 hours 15 minutes) 35% Paper 1 (1 hour 30 minutes)
Geographic themes—three options
(60 marks) Geographic themes—two options
(40 marks)
Paper 2 (1 hour 15 minutes) 25% Paper 2 (1 hour 15 minutes) 40%
Geographic perspectives—global change Geographic perspectives—global change
(50 marks) (50 marks)
Paper 3 (1 hour) 20%
Geographic perspectives—global change
(28 marks)
Internal Assessment 20% Internal Assessment 25%
This component is internally assessed by the This component is internally assessed by the
teacher and externally moderated by the IB at teacher and externally moderated by the IB
the end of the course. at the end of the course.
Fieldwork (20 hours) Fieldwork (20 hours)
Written report (25 marks) Written report (25 marks)
Singapore International School of Bangkok 36
SCIENCES
EXPERIMENTAL SCIENCES
Group
4
Singapore International School of Bangkok 37
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. SISB Sixth Form School will be
offering Biology, Chemistry and Physics at Higher and Standard Levels.
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 B grade in Cambridge IGCSE
Exam in Science subjects.
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.
Singapore International School of Bangkok 38
Aims & Objectives SYLLABUS CONTENT
1. Appreciate scientific study and creativity Topic 1: Cell biology
within a global context through stimulating 1.1 Introduction to cells
and challenging opportunities 1.2 Ultrastructure of cells
1.3 Membrane structure
2. Acquire a body of knowledge, methods and 1.4 Membrane transport
techniques that characterize science and 1.5 The origin of cells
technology 1.6 Cell division
3. Apply and use a body of knowledge, Topic 2: Molecular biology
methods and techniques that characterize 2.1 Molecules to metabolism
science and technology 2.2 Water
2.3 Carbohydrates and lipids
4. Develop an ability to analyse, evaluate and 2.4 Proteins
synthesize scientific information 2.5 Enzymes
2.6 Structure of DNA and RNA
5. Develop a critical awareness of the need 2.7 DNA replication, transcription and
for, and the value of, effective translation
collaboration and communication during 2.8 Cell respiration
scientific activities 2.9 Photosynthesis
6. Develop experimental and investigative Topic 3: Genetics
scientific skills including the use of current Chromosomes
technologies 3.1 Meiosis
3.2 Inheritance
7. Develop and apply 21st century 3.3 Genetic modification and biotechnology
communication skills in the study of science
Topic 4: Ecology
8. Become critically aware, as global citizens, 4.1 Species, communities and ecosystems
of the ethical implications of using science 4.2 Energy flow
and technology 4.3 Carbon cycling
4.4 Climate change
9. Develop an appreciation of the possibilities
and limitations of science and technology Topic 5: Evolution and biodiversity
5.1 Evidence for evolution
10. Develop an understanding of the 5.2 Natural selection
relationships between scientific disciplines 5.3 Classification of biodiversity
and their influence on other areas of 5.4 Cladistics
knowledge.
Topic 6: Human physiology
Syllabus Details 6.1 Digestion and absorption
6.2 The blood system
DP Biology in SISB Sixth Form School is made up 6.3 Defence against infectious disease
of 10 units, which cover the sub-disciplines
including evolution, ecology, physiology, cell
biology, biochemistry, genetics, molecular
biology and bioinformatics. The sequence of
the study is carefully designed based on the
knowledge structure, the development of
science in human history, and the development
of students’ cognition.
Singapore International School of Bangkok 39
6.4 Gas exchange B: Biotechnology and bioinformatics
6.5 Neurons and synapses Core topics
6.6 Hormones, homeostasis and B.1 Microbiology: organisms in industry
reproduction B.2 Biotechnology in agriculture
Additional higher level (AHL) B.3 Environmental protection
Topic 7: Nucleic acids Additional Higher Level topics
7.1 DNA structure and replication B.4 Medicine
7.2 Transcription and gene expression B.5 Bioinformatics
7.3 Translation
C: Ecology and conservation
Topic 8: Metabolism, cell respiration and Species and communities
photosynthesis Communities and ecosystems
8.1 Metabolism Impacts of humans on ecosystems
8.2 Cell respiration Conservation of biodiversity
8.3 Photosynthesis Additional Higher Level topics
Population ecology
Topic 9: Plant biology Nitrogen and phosphorus cycles
9.1 Transport in the xylem of plants
9.2 Transport in the phloem of plants D: Human physiology
9.3 Growth in plants Core topics
9.4 Reproduction in plants Human nutrition
Digestion
Topic 10: Genetics and evolution Functions of the liver
10.1 Meiosis The heart
10.2 Inheritance Additional Higher Level topics
10.3 Gene pools and speciation Hormones and metabolism
Transport of respiratory gases
Topic 11: Animal physiology
11.1 Antibody production and vaccination Singapore International School of Bangkok 40
11.2 Movement
11.3 The kidney and osmoregulation
11.4 Sexual reproduction
Options 15 hours (SL)/25 hours (HL)
A: Neurobiology and behaviour
Core topics
A.1 Neural development
A.2 The human brain
A.3 Perception of stimuli
Additional Higher Level topics
A.4 Innate and learned behaviour
A.5 Neuropharmacology
A.6 Ethology
CHEMISTRY
Introduction
DP Chemistry in SISB Sixth Form School is concept based,
inquiry based, and practice based. The students are
required to understand key concepts, which have trans-
disciplinary value, by exploring chemical phenomena and
applying chemical theory. Through the process of thinking,
asking, and answering inquiry questions, students will
construct a system of knowledge in their mind. As a typical
experiment-based discipline, chemical study requires
students to investigate chemical phenomena via the whole
process of scientific method, including making hypothesis,
deducting prediction, designing experiment, gathering and
interpreting data, drawing conclusion and evaluating the result. By taking the course, students should
build a clear and logical knowledge structure in chemistry, which will help them to get ready for further
relevant study. They should also have developed their skills in abstracting simplified models from
complex issues in real-life, which can be widely used in their future work and life.
Aims & Objectives
1. Appreciate scientific study and creativity 8. Become critically aware, as global
within a global context through citizens, of the ethical implications of
stimulating and challenging using science and technology
opportunities
9. Develop an appreciation of the
2. Acquire a body of knowledge, methods possibilities and limitations of science
and techniques that characterize and technology
science and technology
10. Develop an understanding of the
3. Apply and use a body of knowledge, relationships between scientific
methods and techniques that disciplines and their influence on other
characterize science and technology areas of knowledge.
4. Develop an ability to analyse, evaluate Syllabus Details
and synthesize scientific information
DP chemistry in SISB Sixth Form School is
5. Develop a critical awareness of the need made up of 12 units, which cover topics
for, and the value of, effective including quantitative calculation, atomic and
collaboration and communication molecular structure, chemical reaction, and
during scientific activities organic chemistry. The sequence of the study
is carefully designed based on the knowledge
6. Develop experimental and investigative structure, the development of science in
scientific skills including the use of human history, and the development of
current technologies students’ cognition
7. Develop and apply 21st century
communication skills in the study of
science
Singapore International School of Bangkok 41
SYLLABUS CONTENT Topic 10: Organic chemistry
10.1 Fundamentals of organic chemistry
Topic 1: Stoichiometric relationships 10.2 Functional group chemistry
1.1 Introduction to the particulate nature of
matter and chemical change Topic 11: Measurement and data processing
1.2 The mole concept 11.1 Uncertainties and errors in
1.3 Reacting masses and volumes measurement and results
11.2 Graphical techniques
Topic 2: Atomic structure 11.3 Spectroscopic identification of organic
2.1 The nuclear atom compounds
2.2 Electron configuration
Additional higher level (AHL)
Topic 3: Periodicity
3.1 Periodic table Topic 12: Atomic structure
3.2 Periodic trends 12.1 Electrons in atoms
Topic 4: Chemical bonding and structure Topic 13: The periodic table—the transition
4.1 Ionic bonding and structure metals
4.2 Covalent bonding 13.1 First-row d-block elements
4.3 Covalent structures 13.2 Coloured complexes
4.4 Intermolecular forces
4.5 Metallic bonding Topic 14: Chemical bonding and structure
14.1 Covalent bonding and electron domain
Topic 5: Energetics/thermochemistry and molecular geometries
5.1 Measuring energy changes 14.2 Hybridization
5.2 Hess’s Law
5.3 Bond enthalpies Topic 15: Energetics/thermochemistry
15.1 Energy cycles
Topic 6: Chemical kinetics
6.1 Collision theory and rates of reaction Topic 16: Chemical kinetics
16.1 Rate expression and reaction
Topic 7: Equilibrium mechanism
7.1 Equilibrium 16.2 Activation energy
Topic 17: Equilibrium
Topic 8: Acids and bases 17.1 The equilibrium law
8.1 Theories of acids and bases
8.2 Properties of acids and bases Topic 18: Acids and bases
8.3 The pH scale 18.1 Lewis acids and bases
8.4 Strong and weak acids and bases 18.2 Calculations involving acids and bases
8.5 Acid deposition 18.3 pH curves
Topic 9: Redox processes Topic 19: Redox processes
9.1 Oxidation and reduction 19.1 Electrochemical cells
9.2 Electrochemical cells
Topic 20: Organic chemistry
Singapore International School of Bangkok 42
20.1 Types of organic reactions B.10 Stereochemistry in biomolecules (HL
20.2 Synthetic routes only)
20.3 Stereoisomerism
C: Energy
Topic 21: Measurement and analysis
21.1 Spectroscopic identification of organic C.1 Energy sources
compounds C.2 Fossil fuels
C.3 Nuclear fusion and fission
Options 15 hours (SL)/25 hours (HL) C.4 Solar energy
A: Materials C.5 Environmental impact—global warming
A.1 Materials science introduction Additional Higher Level topics
A.2 Metals and inductively coupled plasma
(ICP) spectroscopy C.6 Electrochemistry, rechargeable
A.3 Catalysts batteries and fuel cells (HL only)
A.4 Liquid crystals C.7 Nuclear fusion and nuclear fission (HL
A.5 Polymers only)
A.6 Nanotechnology C.8 Photovoltaic and dye-sensitized solar
A.7 Environmental impact—plastics cells (HL only)
B: Biochemistry D: Medicinal chemistry
B.1 Introduction to biochemistry D.1 Pharmaceutical products and drug
B.2 Proteins and enzymes action
B.3 Lipids D.2 Aspirin and penicillin
B.4 Carbohydrates D.3 Opiates
B.5 Vitamins D.4 pH regulation of the stomach
B.6 Biochemistry and the environment D.5 Anti-viral medications
D.6 Environmental impact of some
Additional Higher Level topics medications
B.7 Proteins and enzymes (HL only) Additional Higher Level topics
B.8 Nucleic acids (HL only)
B.9 Biological pigments (HL only) D.7 Taxol—a chiral auxiliary case study (HL
only)
D.8 Nuclear medicine (HL only)
D.9 Drug detection and analysis (HL only)
Singapore International School of Bangkok 43
PHYSICS
Introduction
DP Physics in SISB Sixth Form School is concept based, inquiry based, and practice based. The students
are required to understand key concepts, which have trans-disciplinary value, by exploring physical
phenomena and applying physical theory. Through the process of thinking, asking, and answering
inquiry questions, students will construct the knowledge system in their mind. As an experiment-based
discipline, Physics study requires students to investigate physical phenomena via the whole process of
scientific method, including making hypotheses, deducting predictions, designing experiments,
gathering and interpreting their data, drawing conclusions and evaluating results. By taking the course,
students should build a clear and logical knowledge structure in Physics, which will help them to get
ready for further relevant study. They should also have developed their skills in applying logical
reasoning in dealing real-life issues, which can be widely used in their future work and life.
Aims & Objectives 6. Develop experimental and investigative
1. Appreciate scientific study and creativity
scientific skills including the use of
within a global context through current technologies
stimulating and challenging
opportunities 7. Develop and apply 21st century
2. Acquire a body of knowledge, methods communication skills in the study of
science
and techniques that characterize
science and technology 8. Become critically aware, as global
3. Apply and use a body of knowledge, citizens, of the ethical implications of
using science and technology Develop
methods and techniques that an appreciation of the possibilities and
characterize science and technology limitations of science and technology
4. Develop an ability to analyse, evaluate 9. Develop an understanding of the
and synthesize scientific information relationships between scientific
disciplines and their influence on other
5. Develop a critical awareness of the need areas of knowledge
for, and the value of, effective
collaboration and communication
during scientific activities
Singapore International School of Bangkok 44
Syllabus Details Topic 3: Thermal physics
3.1 – Thermal concepts
DP Physics in SISB Sixth Form School is made up 3.2 – Modelling a gas
of 5 units, which cover the sub-disciplines
including mechanistics, thermotics, optics, and Topic 4: Waves
electromagnetics. The sequence of the study is 4.1 – Oscillations
carefully designed based on the knowledge 4.2 – Travelling waves
structure, the development of science in 4.3 – Wave characteristics
human history, and the development of 4.4 – Wave behaviour
students’ cognition. 4.5 – Standing waves
Topics of study include: k//l[/Topic 5: Electricity and magnetism
5.1 – Electric fields
1. the beginning of relativity 5.2 – Heating effect of electric currents
2. Lorentz transformation 5.3 – Electric cells
3. spacetime diagrams 5.4 – Magnetic effects of electric currents
4. relativistic mechanics (HL)
5. general relativity (HL) Topic 6: Circular motion and gravitation
6. Engineering physics [Rigid bodies and 6.1 – Circular motion
6.2 – Newton’s law of gravitation
rotational dynamics, Thermodynamics,
Fluids and fluid dynamics (HL only) Topic 7: Atomic, nuclear and particle physics
Forced vibrations and resonance (HL 7.1 – Discrete energy and radioactivity
only)] 7.2 – Nuclear reactions
7. Imaging [Introduction to imaging, 7.3 – The structure of matter
Imaging instrumentation, Fibre optics,
Medical imaging (HL only)] Topic 8: Energy production
8. Astrophysics [Stellar quantities, Stellar 8.1 – Energy sources
characteristics and stellar evolution, 8.2 – Thermal energy transfer
Cosmology, Stellar processes (HL only),
Further cosmology (HL only Additional Higher Level (AHL)
SYLLABUS CONTENT Topic 9: Wave phenomena
9.1 – Simple harmonic motion
Topic 1: Measurements and uncertainties 9.2 – Single-slit diffraction
1.1 – Measurements in physics 9.3 – Interference
1.2 – Uncertainties and errors 9.4 – Resolution
1.3 – Vectors and scalars 9.5 – Doppler effect
Topic 2: Mechanics Topic 10: Fields
2.1 – Motion 10.1 – Describing fields
2.2 – Forces 10.2 – Fields at work
2.3 – Work, energy and power
2.4 – Momentum and impulse
Singapore International School of Bangkok 45
Topic 11: Electromagnetic induction B: Engineering physics
11.1 Electromagnetic induction B.1 Rigid bodies and rotational dynamics
11.2 Power generation and transmission B.2 Thermodynamics
11.3 Capacitance B.3 Fluids and fluid dynamics (HL only)
B.4 Forced vibrations and resonance (HL
Topic 12: Quantum and nuclear physics only)
12.1 The interaction of matter with radiation Option C: Imaging
12.2 Nuclear physics C.1 Introduction to imaging
C.2 Imaging instrumentation
Options 15 hours (SL)/25 hours (HL) C.3 Fibre optics
Additional Higher Level topics
A: Relativity C.4 Medical imaging (HL only)
A.1 The beginnings of relativity Option D: Astrophysics
A.2 Lorentz transformations D.1 Stellar quantities
A.3 Spacetime diagrams D.2 Stellar characteristics and stellar
evolution
Additional Higher Level topics D.3 Cosmology
A.4 Relativistic mechanics (HL only) Additional Higher Level topics
A.5 General relativity (HL only) D.4 Stellar processes (HL only)
D.5 Further cosmology (HL only)
Singapore International School of Bangkok 46
Biology, Chemistry, and Physics are all assessed according to the following structure:
Standard Level (SL) Higher Level (HL)
Assessment Duration (hours) Weighting (%) Duration (hours) Weighting (%)
Paper 1 3/4 20 1 20
Paper 2 1 1/4 40 2 1/4 36
Paper 3 20 1 1/4 24
Internal Assessment 1 20 10 20
10
(IA)
Description of Papers
Paper 1 is a multiple choice examination consisting of 30 questions at Standard Level and 40 questions
at Higher Level. The questions may address any learning area from the subject core material at Standard
Level, and from the subject core and additional higher level material at Higher Level.
Paper 2 is a short-answer and extended-response examination. As with Paper 1, the questions may
address any learning area from the subject core material at Standard Level, and from the subject core
and additional higher level material at Higher Level.
Paper 3 is also a short-answer and extended-response paper. However, this paper focuses on the
experimental nature of the subject, and will also contain questions on the subject Option Topic. See
below for more details on available option topics for each subject. This paper is presented in two
sections. Section A contains one data-based question and several short-answer questions on
experimental work. Section B contains short and long answer questions on the subject Option Topic.
Singapore International School of Bangkok 47
feMATHEMATICS
Group
5
Singapore International School of Bangkok 48
Mathematics
THE AIMS OF GROUP 5 COURSES
The Mathematics courses aim to contribute to students’ personal attributes, subject understanding and
global awareness by enabling them to:
1. Develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power
2. Develop an understanding of the concepts, principles and nature of mathematics
3. Communicate mathematics clearly, concisely and confidently in a variety of contexts
4. Develop logical and creative thinking, and patience and persistence in problem solving to instill
confidence in using mathematics
5. Employ and refine their powers of abstraction and generalization
6. Take action to apply and transfer skills to alternative situations, to other areas of knowledge and
to future developments in their local and global communities
7. Appreciate how developments in technology and mathematics influence each other
8. Appreciate the moral, social and ethical questions arising from the work of mathematicians and
its applications
9. Appreciate the universality of mathematics and its multicultural, international and historical
perspectives
10. Appreciate the contribution of mathematics to other disciplines, and as a particular “area of
knowledge” in the TOK course
11. Develop the ability to reflect critically upon their own work and the work of others
12. Independently and collaboratively extend their understanding of mathematics
Mathematics: Analysis and approaches SL and HL
Mathematics: Analysis and approaches at SL and HL is appropriate for students who enjoy developing
their mathematics to become fluent in the construction of mathematical arguments and develop strong
skills in mathematical thinking. They will also be fascinated by exploring real and abstract applications
of these ideas, with and without the use of technology. Students who take Mathematics: Analysis and
approaches will be those who enjoy the thrill of mathematical problem solving and generalization. This
subject is aimed at students who will go on to study subjects with substantial mathematics content such
as mathematics itself, engineering, physical sciences, or economics for example.
Mathematics: Applications and interpretation SL and HL
Mathematics: Applications and interpretation SL and HL is appropriate for students who are interested
in developing their mathematics for describing our world and solving practical problems. They will also
be interested in harnessing the power of technology alongside exploring mathematical models. Students
who take Mathematics: Applications and interpretation will be those who enjoy mathematics best when
seen in a practical context. This subject is aimed at students who will go on to study subjects such as
social sciences, natural sciences, statistics, business, some economics, psychology, and design, for
example.
Singapore International School of Bangkok 49
SYLLABUS OUTLINE
MATHEMATICS: ANALYSIS AND APPROACHES SL AND HL
Singapore International School of Bangkok 50
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IB Handbook (AY2020-2021)
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