A Guide to Learning in the Diploma Years

Grades 11 and 12

Developing innovative, compassionate, and

responsible citizens of the world.
Source: www.ibo.org and IBO subject documentation

Contents
Diploma Years Course Offerings

AP versus IB: A Practical Comparison

IB Learner Profile

Program of Study – 3 Pathways to Success at LAS

University Pathways: Choosing the right subjects for you

LAS Diploma and AP Subject Areas and details

The Core of the IB, CAS, TOK and the Extended Essay

IB Subject Areas and details

Group 1
Group 2
Group 3
Group 4
Group 5
Group 6

Academic Honesty at LAS

What does it take to be successful at LAS?

Diploma Years Course Offerings
What are the options?
1. Full IB Diploma Programme
2. LAS Diploma with IB Courses
3. LAS Diploma with AP Courses
4. LAS Diploma – English Language Acquisition

Choosing a program

Choosing the correct combination of classes is of the highest importance, and LAS advises each
student individually on his or her course selections based on ability, interest, and requirements for
entry into the universities of his or her choice. Students have some flexibility in course changes
after the start of classes, but all programs must be set by the second week of the first semester of
each year.

AP vs IB - A Practical Comparison
Advantages of IB

The IB program is not solely about academics; it also challenges students to enhance their personal
growth. IB aspires to help schools develop well-rounded students with strong character and a
global mindset. IB students often indicate that they have gained excellent time-management skills
and other critical attitudes needed for academic and personal success.

The IB program increases understanding of languages and cultures and explores globally
significant ideas and issues in each subject area. Subjects are not taught in isolation. IB classes are
interdisciplinary and connect learning across the curriculum. The IB program is a liberal arts
approach to education. Students must study two languages, math, science, individuals and
societies, and the arts. There is both depth and breadth.

A unique part of the IB program is the requirement of three core courses for full diploma status: the
theory of knowledge (TOK) course, the extended essay (EE) research project, and the creativity,
action and service (CAS) component.

Finally, in terms of assessment, students have multiple opportunities in each course to “show what
they know” using various modes of communication and formats. The IB program is not about
memorizing and guessing from a list of answers, but about truly understanding the material at a
deeper level.
Advantages of AP

The College Board states: “The purpose of these classes and tests is for students to earn college
credit while in high school. Advanced Placement exams began in the 1950s as a way for students
to stand out on their college applications, and they are still growing strong as kids prepare for a
competitive market. The tests are offered in 34 subjects, which range from biology, statistics, and
psychology to art history and studio art drawing.”

With the option to skip some introductory classes, AP students can choose to graduate early from
university. Further, AP students often find more flexibility in their scheduling at university because
they can jump right into many courses that speak to their interests and career objectives.

Because of the accelerated speed of an AP class and the higher-level learning that occurs, many
college admissions counsellors find AP students well prepared for college-level learning. These
students have shown that they can handle a fast-paced, academically challenging program, and
that will serve them well in their post-secondary educational pursuits.

IB vs AP Assessments

For IB, externally assessed coursework, completed by students over an extended period under
authenticated teacher supervision, forms part of the assessment for all IB courses and several
program areas, including the TOK and the EE essays. In most subjects, students also complete
in-school assessment tasks. These are either externally assessed or marked by teachers and then
moderated by the IB.

For AP, the exams are given at the end of the year as the culmination of a year-long course. All AP
exams (with a few exceptions) combine multiple-choice questions with a free-response section in
either essay or problem-solving format. For students skilled at standardized testing, the AP might
be a better program in terms of assessment.

US High School Diploma – English Language Acquisition

At LAS, students who are learning English follow a sheltered-immersion English language
acquisition program balancing language study with content study. Students focus on the four basic
skills of writing competency, reading/literacy, listening comprehension, and speaking. Through the
ELA program, students also gain a sense of international understanding and share their cultural
backgrounds and languages. Students are placed using the Oxford Online Placement Test or the
Duolingo English test and must take TOEFL or IELTS to graduate.

Students are enrolled in sheltered classes in English, Social Studies and Sciences. In Modern
Foreign Languages, Mathematics and in their elective choices, students are enrolled in classes with
their mainstream US high school diploma counterparts. ELA students are also enrolled in
Foundations of Learning & Knowledge (FOLK), which is a course that investigates the nature of
learning across disciplines.
The chart below outlines the course options available for all 11th and 12th-grade students at LAS.
LAS will offer only those courses in the upcoming school year for which there is adequate enrollment and/or Faculty
availability. Courses, numbers of sections and staff assignments are determined on the basis of need. Occasionally,
circumstances may merit changes in the number and types of courses available. LAS reserves the right to cancel courses,
to rearrange course sequences, and to make schedule changes for the purpose of levelling class sizes.

Subject IB Courses AP* Courses LAS Diploma

Courses

English English Language & Literature English 3

SL 1 & 2 English 4
English Language & Literature
HL 1 & 2
English Literature HL 2

English English B SL 1 & 2 Literature and Reading

English B HL 1 & 2
Language
Acquisition

Modern Foreign IB English B HL/SL 1 & 2 Beginner French

IB French B HL/SL 1 & 2 Intermediate French
Languages
IB French Ab Initio SL 1 & 2 Beginner Spanish
IB Spanish B SL 1 & 2
IB Spanish Ab Initio SL 1 & 2
Beginner French
Intermediate French
IB German B SL 1 & 2
IB German Ab Initio SL 1

Social Studies Psychology HL/SL 1 & 2 AP Macroeconomics Geography

Global Politics HL/SL 1 & 2 AP Microeconomics Economics
Geography HL/SL 1 & 2 AP European History History
Business Management HL/SL 1
&2
Economics HL/SL 1 & 2
History HL/SL 1 & 2
ESS SL 1 & 2

Science Astronomy SL 1 & 2 AP Chemistry Integrated Lab Science

Biology HL/SL 1 & 2 AP Physics Biology
Chemistry HL/SL 1 & 2 AP Biology
Physics HL/SL 1 & 2
ESS SL 1 & 2

Mathematics Math Applications HL/SL 1 & 2 AP Calculus AB Applied Mathematics

Math Analysis HL/SL 1 & 2 Statistics
Pre-IB / AP Math

Fine & Studio Art

Visual Arts HL 1 & 2
Performing Arts
Visual Arts SL 1

Theory of Theory of Knowledge 1 & 2 Foundations of Learning

and Knowledge (Gr 12)
Knowledge

LAS edge Rock School

Music Composition
Courses
Music Performance
 Alpine Institute
Music Events Management
Entrepreneurship
Global Issues Network
Innovation Challenge

*Advanced Placement Courses were introduced in the Academic Year 2020-21 in order to further enhance our academic
offerings.

The IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more peaceful
world.

INQUIRERS
We nurture our curiosity, developing skills for inquiry and research. We know how to learn
independently and with others. We learn with enthusiasm and sustain our love of learning throughout
life.

KNOWLEDGEABLE
We develop and use conceptual understanding, exploring knowledge across a range of disciplines.
We engage with issues and ideas that have local and global significance.

THINKERS
We use critical and creative thinking skills to analyse and take responsible action on complex
problems. We exercise initiative in making reasoned, ethical decisions.

COMMUNICATORS

We express ourselves confidently and creatively in more than one language and in many ways. We
collaborate effectively, listening carefully to the perspectives of other individuals and groups.

PRINCIPLED
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the
dignity and rights of people everywhere. We take responsibility for our actions and their
consequences.

OPEN-MINDED
We critically appreciate our own cultures and personal histories, as well as the values and traditions of
others. We seek and evaluate a range of points of view, and we are willing to grow from the
experience.

CARING
We show empathy, compassion and respect. We have a commitment to service, and we act to make a
positive difference in the lives of others and in the world around us.

RISK-TAKERS
We approach uncertainty with forethought and determination; we work independently and
cooperatively to explore new ideas and innovative strategies.
BALANCED
We understand the importance of balancing different aspects of our lives—intellectual, physical, and
emotional—to achieve well-being for ourselves and others.

REFLECTIVE
We thoughtfully consider the world and our own ideas and experience. We work to understand our
strengths and weaknesses in order to support our learning and personal development.

Program of Study:
Three distinct pathways to success in the
Diploma Years Program
Option 1: LAS High School Diploma with optional AP Courses

All students who graduate from Leysin American School are awarded the LAS High School
Diploma, including students who undertake IB Subjects and the full International Baccalaureate
Diploma Programme. This prestigious high school diploma is accredited by the Commission on
Secondary Schools of the New England Association of Schools and Colleges.
The guiding force at Leysin American School is to encourage all students to reach their full
potential in every area, developing new skills and strengths in the process. LAS offers an
academically balanced curriculum from Grades 7 through 12 leading to this award, with an ELA
option for those who need support in English. Over the course of the program, students will
concentrate on the key academic areas required for university entrance—English, mathematics and
science—as well as other important subjects that help to develop greater personal and social
awareness—modern languages, social sciences, humanities and arts.

In the Diploma Years, students can specialize their High School Diploma, meeting the requirements
for college courses such as the arts, sciences, business, or social sciences. This is possible because
students can choose their courses with more freedom than if they are part of the IB Diploma. All
students will retain Maths, English, and second languages until graduation requirements are met.

English Language Learners can choose a focused course of study to enable them to develop their
language skills and also learn alongside native speakers in mathematics, arts, and physical
education. This encourages students to share cultural backgrounds and international
understanding. In the sheltered-immersion model, language and content learning are integrated to
promote the mastery of English language skills, and language development and content-area
knowledge are primary objectives. Students strengthen English language proficiency to excel in
academic classes that require a high degree of English ability.

Option 2: American High School Diploma with IB Certificates

We are committed to the philosophies and principles behind the International Baccalaureate
Organization because we believe that quality work and high standards are attainable by all young
people, whether or not they choose to pursue individual IB courses or the full International
Baccalaureate Diploma Programme. There are advantages to completing some IB Course
certificates which in conjunction with the High School Diploma adds value to a student’s college
application.

Most classes offered in the Diploma Years Program are IB courses, based on the curriculum of the
International Baccalaureate. Students studying for both year 11 and 12 at LAS have the option to
study the full 2 year Standard Level course and complete a formal exam under the supervision of
the IB. It is also possible to take a certificate in English B HL and also HL Visual Art if a student has
an aim of following this path in their further education.

Students who take this option will achieve a certificate from the IB which can be used alongside
their High School Diploma in applying to university. Taking two or three course certificates as an IB
courses student is quite common at LAS with English B, Mathematics and French being most
popular. Students will be asked to make a decision on taking the IB exams in the spring of Grade
11. Students entering the second year of any two year IB course are obliged to take the external IB
exams in May of their Senior year.

Option 3: Full IB Diploma Programme

Students who wish to complete the full IB Diploma should have a strong academic standing in a
broad range of topics. The International Baccalaureate Organization, founded in Geneva,
Switzerland, oversees this rigorous academic and prestigious academic programme, which
is internationally recognized as one of the best university preparations available. The two-year
programme usually begins in the eleventh grade and continues through the twelfth grade. IB
studies are the highest academic level available in the school (and arguably in the world), students
wish to challenge themselves in preparation for university.

The DP curriculum is made up of six subject groups and the DP core, comprising theory of
knowledge (TOK), creativity, activity, service (CAS) and the extended essay.
Through the DP core, students reflect on the nature of knowledge, complete independent research
and undertake a project that often involves community service.

Assessment in the IB Diploma

The International Baccalaureate® (IB) assesses student work as direct evidence of achievement
against the stated goals of the Diploma Programme (DP) courses.

IB subject assessment procedures measure the extent to which students have mastered advanced
academic skills in fulfilling these goals, for example:

● analysing and presenting information

● evaluating and constructing arguments
● solving problems creatively.

Basic skills are also assessed, including:

● retaining knowledge
● understanding key concepts
● applying standard methods.
In addition to academic skills, DP assessment encourages an international outlook and intercultural
skills, wherever appropriate.

Making IB Diploma a Success

To be a successful IB Diploma student, it is necessary to be punctual both to classes and to school,

to have an excellent attendance record, and to complete work on time and to an appropriate
standard. In all courses, students must complete mandatory coursework assignments; typically this
coursework amounts to 20 to 25% of the final grade for each course, although in some cases it may
be higher or lower. Organisation and maintaining consistent effort is essential, as is meeting
deadlines on time.

There is a maximum of 7 points available for each of the six required elective courses; in addition,
there are 3 points available for the combination of TOK and the Extended Essay. This makes a
maximum total of 45 points. A minimum of three courses must be at Higher Level. In general, in
order to receive the IB Diploma, a student will have to score at least a 4 in each subject, or 24
points or more in total. The full criteria for passing the IB DP are set out below and students need
to be aware that a score of 24 points will not always guarantee a pass.

Course Selection

Students should consider their particular academic strengths as well as ask themselves which
subjects they enjoy and thrive in. It is crucial that a student reflects carefully and chooses subjects
in which they personally believe they will be a success. It is extremely important that students have
an awareness of the direction they may wish to take at college. Knowledge of the country they may
wish to study in and the subjects they might take are crucial in making the right choices for the
Diploma, as with other pathways to success.

To be eligible for the IB Diploma, each student is required to complete six IB courses. One subject
should be taken from each group in the curriculum model:

• Group 1: language A (literature and/or language and literature)

• Group 2: second language (language acquisition)
• Group 3: individuals and societies
• Group 4: experimental sciences
• Group 5: mathematics
• Group 6: arts OR one subject from groups 1-4

(note: ESS can count for both group 3 and 4 allowing students to also double up in Group 2 or 6).

All IB Diploma students must choose:

• Three courses at higher level (HL)

• Three courses at standard level (SL)

In addition, all IB Diploma students must complete:

A course in the Theory of Knowledge (TOK), a 4,000-word Extended Essay (EE) in a subject of their
choice and a Creativity, Action, & Service (CAS) program.
 University Pathways
Choosing the right subjects for you
At LAS, we believe that the university advising process should guide students in choosing the
course of study that will enable them to be their most successful self during their time of study
here. Our process is highly personalized.

Whichever academic pathway is chosen (the full IB diploma, IB certificates, LAS diploma with or
without AP courses), every student graduating from LAS will receive a US High School Diploma.

When selecting which pathway to pursue at LAS, one of the most important things for students to
consider is finding the right fit of courses/program that will allow the student to thrive, both during
their time at LAS and in their future goals.

It is also important for students to be aware of qualifications universities are looking for as part of
their admissions processes when they are deciding which pathway at LAS is more appropriate for
them. University Advisors are here to support students and families during the course selection
process

Option 1: LAS High School Diploma with optional AP Courses

Ideal for students who wish to challenge themselves without pursuing the full IB diploma. AP
courses may qualify students for universities worldwide. In some regions, the IB diploma may be
prefered, but even in the UK, AP courses may qualify students to pursue their studies. It is not
uncommon that various global universities will require the ACT or SAT in addition to AP courses to
serve as a complete qualification. Not all AP courses are recognized by certain global universities.
AP exam points earned of 3 or higher may offer advanced standing and/or credit once at
university.

Option 2: LAS High School Diploma with IB Certificates

Can be a great option for students who wish to study in the US or Canada or at some private
universities in Europe (ACT/SAT are sometimes required in addition). Less suitable for a student
who wants to enter directly into most courses in the UK, Europe, and Australia.

Option 3: Full IB Diploma Programme

Students should pursue this pathway if they would like to enter directly into worldwide programs -
even the highly selective US institutions. For students who achieve the full IB Diploma, it is possible
at certain universities to get one year of credit towards your university program with a 5 or higher in
HL courses.

Each of the above pathways will allow students to apply to a range of universities, but it is helpful
to keep in mind the student’s future university plans when deciding which pathway is the best fit for
them.
Please refer to the table below for general quick guidelines for admission to universities in certain
countries:

Country of Study Qualification Requirements for Admission

Australia ● Completion of IB Diploma, various AP courses and
perhaps SAT/ACT for the LAS diploma
● Can enter a Foundation year or Bridging Program if
the student does not have the IB Diploma
United Kingdom ● Completion of IB Diploma strongly prefered or 3-5
AP courses (choose carefully)
● Can enter a Foundation year if the student does not
have the IB Diploma/AP requirements
United States ● All three pathways are acceptable for admission
Canada ● IB Diploma preferred at selective institutions
● When looking at student’s transcript, often looking
only at Grade 11 and 12
● Can apply with American High School Diploma with a
combination of AP courses, IB certificates and/or SAT
or ACT
Netherlands ● To be accepted to a Research University, students
should be pursuing the full IB Diploma.
● Students can apply to Applied Sciences schools with
an US High School Diploma or US High School
Diploma with IB Certificates
Switzerland (Cantonal or Federal ● Full IB Diploma - public universities
Universities) ● Please Note: IB Math SL Applications is now
recognized for admission to cantonal or federal
universities. (exceptions for certain courses)
● Possible to be accepted to other hotel management
programs or business schools with US High School
Diploma and AP courses, IB Certificates and/or
SAT/ACT exam
Public Universities in Europe ● IB diploma preferred, however may be flexible with
the LAS diploma with multiple AP courses. This is
country-specific. Math exams or entry exams may be
required.
Private Universities in Europe ● Will often function like universities in the US in terms
of their admissions requirements.Would like to see
the AP/IB, but it is not necessary to gain admission.
Hotel/Business Schools ● Several highly selective hotel schools (such as EHL) or
Business Schools (such as ESADE) prefer the full IB
diploma. It is possible to apply for admission to these
schools without the full IB Diploma, but then it is
important that the student has taken the SAT/ACT
and/or AP courses and has very strong grades.

More detailed and specific information can be found at

http://www.ibo.org/university-admission/recognition-of-the-ib-diploma-by-countries-and-universitie
s/country-recognition-statements/
Medicine or Engineering Programs in UK, Australia, and Europe:
● ---these programs are generally some of the most competitive and will often require
specific combinations of courses for admission (usually HL or AP Biology and
Chemistry - even HL Math).

Programs at public/federal/cantonal universities in Europe will often also ask the student to take a
language proficiency exam from that country as part of the admissions process if the program is
not taught in English. B1 level minimum B2 strongly preferred.

There is also the potential for students to have to sit for an entrance examination as part of a
university’s admissions requirements.

**Please Note: These requirements can vary between universities and countries. Students should
ALWAYS review each school on their application list with their university advisor to ensure they are
keeping track of specific requirements and deadlines for each individual school they are applying
to!!**
LAS edge LAS Diploma Offerings

Edge Arts Courses (2021-22)

Music Events Management

Having the right gear at the right time at the right place for the right people and knowing how to
set up and use the gear ensures that everyone has a good experience. In this course you will work
with a team to plan, organise, implement, manage and review your own music events, from as
small as studio recording a solo artist or catering for the needs of a music club to full-blown
banquets. You will decide on whom, what, where, why, when, which and how and watch your skills
and know-how grow in the fields of events management, live and studio sound engineering, film
and live-stream, and more. As part of the LAS edge family of courses, an intentional course goal is
teaching student agency. You learn to plan and self-monitor as an exercise in being in charge of
your own, and your events team’s learning, supplying you with a skillset that transfers to any future
class or endeavor. Grading is Pass/Fail only.

Music Composition

Have you ever wanted to write your own songs and have set times each week when you get to
sharpen your song-writing skills and enhance your performance ability over a range of musical
instruments? This course begins introducing some basic songwriting/music composition theory.
This sets the stage for you to then experiment with these ideas on different musical instruments
where you will create, arrange, produce and record your own music to be cherished by you and
others into your future. As part of the LAS edge family of courses, an intentional course goal is
teaching student agency. You learn to plan and self-monitor as an exercise in being in charge of
your own learning, supplying you with a skillset that transfers to any future class or endeavor.
Grading is Pass/Fail only.

Music Performance

Would you love to learn or develop your knowledge and skills on one or a range of musical
instruments? This course is all about music practice. Whether you practice rhythm, techniques,
improvisation, etc., you get to choose what you work on by setting SMART goals, managing your
own time towards their achievement, using school and class and online resources and reviewing
your process so you really get to learn from it and watch your skills evolve. As part of the LAS edge
family of courses, an intentional course goal is teaching student agency. You learn to plan and
self-monitor as an exercise in being in charge of your own learning, supplying you with a skillset
that transfers to any future class or endeavor. Grading is Pass/Fail only.
Rock School

Might you enjoy making music with a group? Whether you already play an instrument or simply
aspire to, this class provides you with your time to select the songs your group wants to play and
gives you the time you need to practice your part in each song and then work on songs together
with your group. You get to play different roles in the band and try out different instruments. You
get to record your band’s music and treasure it forever. As part of the LAS edge family of courses,
an intentional course goal is teaching student agency. You learn to plan and self-monitor as an
exercise in being in charge of your own and your band’s learning, supplying you with a skillset that
transfers to any future class or endeavor. Grading is Pass/Fail only.

Entrepreneurship

The goal of this course is to create ethical and responsible entrepreneurs through a triple bottom
line strategy. We fulfil this goal by developing our vision, confidence, initiative, empathy, and
resilience. These valuable building blocks enable us to leverage our strengths and passions to
support our local and global communities. All actions are executed with careful consideration using
the circular economic model and minimising any negative impact on the natural environment. As
part of the LAS edge family of courses, an intentional course goal is teaching student agency.
Students learn to plan and self-monitor as an exercise in being in charge of their own learning, a
skill that transfers to any future class or endeavor. Grading is Pass/Fail only.

Global Issues Network

Global Issues Network (GIN) is an international effort to empower young people to collaborate
locally, regionally, and globally in order to create project based sustainable solutions for our shared
global issues. Together we create a communal identity that not only believes that change for the
better is possible, but that students are capable of MAKING sustainable change. Students are
given the tools and resources to self navigate this process in creating sustainable change in their
local or global communities. Grading is Pass/Fail only.

Alpine Institute

Students interested in the Alps, environment science, climate crisis, and outdoor adventure are
invited to develop projects using the wonderful location in and around Leysin. Students also work
on the International Award, with the objective of attaining silver or gold status by the end of high
school. As part of the LAS edge family of courses, an intentional course goal is teaching student
agency. Students learn to plan and self-monitor as an exercise in being in charge of their own
learning, a skill that transfers to any future class or endeavor. Grading is Pass/Fail only.

Innovation Challenge

Co-teachers hold regular advisory meetings, outside the academic school day, to support student
projects in this unique independent study. Students may choose to work on any project they
choose, individually or collaboratively. As part of the LAS edge family of courses, an intentional
course goal is teaching student agency. Students learn to plan and self-monitor as an exercise in
being in charge of their own learning, a skill that transfers to any future class or endeavor. Grading
is Pass/Fail only.
 LAS Diploma and AP (Advanced Placement)
Offerings
Studio Art

Studio Visual Art is for students in the LAS Diploma program. It is a general Art and Design course
with a broad, multi-faceted focus on creativity and self-expression. Students can draw, paint, sculpt,
and also experience photography, graphic design and video within this course, it develops critical
and analytical thinking skills within an artistic process and can prepare you for further studies or a
career in many Art and Design fields. It is possible to create a portfolio for further study in multiple
Arts and Design fields while following this course.

Literature and Reading

The goal of this course is to improve your English reading skills, explore anglophone cultures and
develop intercultural understanding. The purpose of the course is to act as a partner to English B
SL/HL. In addition to improving reading skills, you will also develop your ability to write a variety of
text types, share ideas and thoughts in group discussions and class presentations and augment
your academic vocabulary. We will read a variety of texts based on the English B themes of sharing
the planet, identities, human ingenuity, experiences, and social organization. The focus of the
lessons will be on reading an individually selected novel or reading a novel or play as a class. You
will be assessed on your understanding of the reading material and your efforts to understand key
vocabulary. There will be a combination of traditional literary analysis with an application of the
themes and motifs from the literature to the anglophone and wider world.

English 3 & 4

The goal of these English courses is for you to engage with texts through many different kinds of
activities to gain exposure to language in a large variety of contexts--from videos, to cartoons, to
films, to advertisements, to literary texts including poetry, drama, fiction and nonfiction. You will
also produce your own texts in a range of different written genres, and you will have multiple
opportunities to use the English language in a variety of registers, both social and academic. The
course focuses on several themes- including Language & Culture, Multilingualism &
Multiculturalism, Global Issues & Immigration- and through these themes you will develop your
vocabulary, your grammatical understanding, and your writing skills. You will also expand your
awareness of how language "works" as a tool of influence as well as develop a higher level of
appreciation for literary texts.

Beginner and Intermediate French

Students coming into the Diploma Years Program can take French at various levels. The course is
designed to create a desire to learn a language as well as the technical skills involved. Both levels
are 1-year courses.
Geography

This Geography course embodies global and international awareness in several distinct ways. It
examines key global issues, such as poverty, sustainability and climate change. It considers
examples and case studies at a variety of scales, from local to regional, national and international.
Over two years you will undertake a study of: Populations in Transition, Disparities in Wealth and
Development, Patterns in Environmental Quality and Sustainability, Patterns in Resource
Consumption, Freshwater – Issues and Conflicts, Hazards and Disasters – Risk Assessment and
Response and Extreme Environments.

Economics

This class will look at both macro and microeconomics through real world examples and case
studies. The aims of this class are to have students develop an understanding of economic
theories, models, ideals, and tools. Once these tools are developed students will use them to
engage with real-world economic problems facing our global community. At the end of the course
students will have a better understanding of how individuals’ and societies’ make and implement
economic decisions.

History

This History class will allow students to explore historical topics that are interesting and relevant to
them while working on their core skills, including: analyzing primary and secondary sources;
developing historical arguments; making historical connections; and utilizing reasoning about
comparison, causation, and continuity and change over time. Content options will include but are
not limited to the causes and effects of war, regional history, history of diplomacy, rise of dictators,
women’s rights, and more.

AP Microeconomics

AP Microeconomics is a university-level course that introduces students to the principles of

economics that apply to the functions of individual economic decision-makers. The course also
develops students’ familiarity with the operation of product and factor markets, distributions of
income, market failure, and the role of government in promoting greater efficiency and equity in
the economy. Students learn to use graphs, charts, and data to analyze, describe, and explain
economic concepts.1

AP Macroeconomics

AP Macroeconomics is a university-level course that introduces students to the principles that apply
to an economic system as a whole. The course places particular emphasis on the study of national
income and price-level determination. It also develops students’ familiarity with economic
performance measures, the financial sector, stabilization policies, economic growth, and

1
AP® Microeconomics COURSE AND EXAM DESCRIPTION Effective Fall 2019
international economics. Students learn to use graphs, charts, and data to analyze, describe, and
explain economic concepts.2

AP European History

In AP European History, students investigate significant events, individuals, developments, and

processes from approximately 1450 to the present. Students develop and use the same skills,
practices, and methods employed by historians: analyzing primary and secondary sources;
developing historical arguments; making historical connections; and utilizing reasoning about
comparison, causation, and continuity and change over time. The course also provides seven
themes that students explore throughout the course in order to make connections among historical
developments in different times and places: interaction of Europe and the world, economic and
commercial development, cultural and intellectual development, states and other institutions of
power, social organization and development, national and European identity, and technological
and scientific innovations.3

Integrated Lab Science

Integrated Lab Science will involve content from each IB Science area ­Biology, Chemistry, Physics,
Environmental Systems & Societies, and Astronomy. A series of general topics for investigation will
be chosen and developed by you and your peers. These topics will be used as a focus for studying
specific subject content. By taking this course you will develop a strong set of scientific skills due to
the courses focus on the techniques of science including practical investigation, techniques for
processing data, research and resource evaluation and presentation skills. This may involve looking
at a local ecosystem and investigating inter­species relationships, chemical processes used by plants
to avoid competition, how light is produced, absorbed and used in relation to photosynthesis,
techniques for making observations, comparing relevant research papers, hypothesising about and
then investigating how some aspects of the studied ecosystem are related.

AP Biology

AP Biology is an introductory college-level biology course. Students cultivate their understanding

of biology through inquiry-based investigations as they explore the following topics: evolution,
cellular processes, energy and communication, genetics, information transfer, ecology, and
interactions. The AP Biology course is equivalent to a two-semester college introductory biology
course for biology majors. Students should have successfully completed high school courses in
biology and chemistry. This course requires that 25 percent of the instructional time will be spent in
hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students
with opportunities to apply the science practices.

Biology

The class will develop you as a critical thinker with a solid grasp of scientific concepts and their real
world application. You will learn how to apply the scientific method to explore observations and
answer questions. Through experiment-based learning we aim to expand your curiosity, interest
and enjoyment of science and its methods of inquiry. You will develop a strong set of scientific skills
due to our focus on the techniques of science, including practical investigation, techniques for
processing data, research and resource evaluation, and presentation skills. You might: look at the
local ecosystem and investigate inter-species relationships, study chemical processes used by
2
AP® Macroeconomics COURSE AND EXAM DESCRIPTION Effective Fall 2019
3
AP® European History COURSE AND EXAM DESCRIPTION Effective Fall 2020
plants to avoid competition, learn about how light is produced and absorbed in relation to
photosynthesis, practice techniques for making observations, compare relevant research papers,
and make hypotheses about and then investigate how aspects of the ecosystem are related.

AP Chemistry

Students will study 4 big ideas over 9 units of content. The big ideas are focused around scale,
structure, properties, transformation and energy. The content includes but not exclusively chemical
reactions, kinetics, thermodynamics, acids and bases. As a prerequisite students should have
successfully completed a general high school chemistry course and Algebra II (or equivalent). This
course requires that 25% of instructional time will be spent in hands-on laboratory work, with an
emphasis on inquiry-based investigations that provide students with opportunities to demonstrate
the foundational chemistry principles and apply the science practices. This includes a minimum of
16 hands-on labs (at least six of which are inquiry-based).

Exam requirements:

AP Chemistry is 3 hours and 15 minutes long and includes 60 multiple-choice questions

and 7 free-response questions.

AP Physics

AP Physics 1 is an algebra-based introductory college-level physics course. Students cultivate their

understanding of physics through inquiry-based investigations as they explore these topics:
kinematics, dynamics, circular motion and gravitation, electric charge and electric force, DC circuits
and mechanical waves and sound. This course requires that 25% of instructional time will be spent
in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide
students with opportunities to demonstrate the foundational physics principles and apply the
science practices. There are no prerequisite courses. Students should have completed Geometry
and be concurrently taking Algebra II or an equivalent course. Although the Physics 1 course
includes basic use of trigonometric functions, this understanding can be gained either in the
concurrent maths course or in the AP Physics 1 course itself.

Exam requirements:

AP Physics 1 is assessed in one 3 hour exam. This includes 50 multiple choice questions and 5 free
response questions. A calculator is allowed on both sections of the exam.

Statistics

Statistics is a course for students in grade 12 who do not wish to enrol in the IB Diploma
programme mathematics courses. The course content is designed to allow students to develop the
skills to collect, analyze and report data appropriately. As with our other courses, the assessments
are created to foster curiosity and develop students’ investigation and problem-solving skills. There
is a large focus on understanding and presenting data, but the students also gain an appreciation
for probability and its applications. This course requires that students gain an understanding of
different ways to present and collect data with and without technology.
Applied Mathematics

Applied mathematics is a course for students in grade 11 who do not wish to enrol in the IB
Diploma programme mathematics courses. The course content is designed to allow students to
experience the most relevant mathematics in everyday life. As with our other courses, the
assessments are created to foster curiosity and develop students’ investigation and
problem-solving skills. There is a large focus on logical processes, financial mathematics and
problem solving through numerical and algebraic manipulation.

Pre-IB /AP Mathematics

This course is for students who are able to comfortably handle the content of Algebra 2 Extended
and who demonstrate efficient algebra skills even in complex tasks. We are conscious that fostering
curiosity and developing students’ investigation and problem solving skills is vital and as such this
course offers puzzling and challenging questions in pure mathematics. This course is for students in
grade 11 who want to take an additional year to prepare for the two-year IBDP programme or for
those students who wish to take AP Calculus instead of IB Mathematics in grade 12. Every year
students complete at least one investigation that draws on their lesson content and challenges
them to investigate and communicate their findings mathematically. This is great preparation for
both the AP and IB Diploma Programme and it gives students a sense of what it means to write
about mathematics.

AP Calculus AB

This course is offered to grade 12 students who have successfully mastered the content in the
Pre-IB / AP course and have the recommendation from their teacher. Students in this course must
possess efficient algebra skills and be comfortable reading, writing and communicating in the
language of mathematics. This course is equivalent to a first semester Calculus course at university.
Students must demonstrate efficient algebra skills even in complex tasks and have the
recommendation from their grade 11 teacher. The content focus of this course is to delve deeply
into the Calculus strand of mathematics by studying Limits, Derivatives, Indefinite Integrals and
Definite Integrals while also focusing on four mathematical practices: Process, Connecting
Representations, Justification and Communication / Notation.
 The Core of the IB:
CAS, TOK and the Extended Essay
Creativity, Activity, Service:

The Nature of CAS

The IBO’s goal of educating the whole person and fostering more caring and socially responsible
attitudes comes alive in an immediate way when students reach beyond themselves and their
books. Creativity, activity, service (CAS) is at the heart of the IB Diploma Programme and is a
requirement for the award of the IB. It involves students in a range of activities alongside their
academic studies throughout the Diploma Programme.

CAS enables students to enhance their personal and interpersonal development through
experiential learning. At the same time, it provides an important counterbalance to the academic
pressures of the rest of the Diploma Programme. A good CAS plan should be balanced,
challenging, enjoyable and a personal journey of self-discovery. Each student will have a different
starting point, and therefore different goals and needs, but for many, CAS activities include
experiences that are profound and life-changing.

Three Strands of CAS

There are three strands of CAS under which all experiences can be characterized as follows;

Creativity: Exploring and extending ideas leading to an original or interpretive product or

performance

Activity: Physical exertion contributing to a healthy lifestyle

Service: Collaborative and reciprocal engagement with the community in response to an authentic
need

Creativity Activity Service

Arts & Creative Writing Individual/team sports Habitat for Humanity

Musical performances Hiking & Outward bound Community Service

Theatre Performances Yoga & meditation Village tutoring

Model United Nations International Award Eco Club

Yearbook Club Skiing/Snowboarding Sethule Trust Charity

Band/Rock School Mountain climbing Student Council

Event Planning Club Rowing Club Gardening

Photography Dance National Honor Society

The CAS Project

As a part of the CAS program students are required to partake in at least one CAS project
throughout the 18 months of the IB Diploma. A CAS project is;

● something that fits in one of the C-A-S strands

● a collaborative, purposeful, substantial series of experiences
● a sustained collaboration of at least one month
● where students are responsible for initiating a part of or the whole project
● to have a defined purpose and goal
● almost anything you can imagine!

The CAS project is truly an opportunity to create something wonderful from the efforts of students
and their collaborative team. Whichever strand the project falls under students have the chance to
participate in an experience that can be thoroughly productive, enjoyable and memorable. Most of
all the learning possibilities through this experience are exceptional. This is experiential learning in
its purest form.

Some examples of past CAS projects here at LAS include:

Multi-cultural cooking club to Fundraising basketball Teaching English to

create a recipe book with original tournament to finance disadvantaged young
and translated recipes. construction of a school toilet offenders in Ukraine.
in Nigeria.

Theory of Knowledge:
Theory of knowledge (TOK) is a two-year course at LAS that plays a special role in the International
Baccalaureate (IB) Diploma Programme (DP), by providing an opportunity for students to reflect on
the nature of knowledge, and on how we know what we claim to know. It is one of the
components of the DP core and is mandatory for all IB Diploma students. The TOK requirement is
central to the educational philosophy of the IB Diploma.

How is TOK Structured?

The IBO’s goal of educating the whole person and fostering more caring and socially responsible
attitudes comes alive in an immediate way when students reach beyond themselves and their
books. Creativity, activity, service (CAS) is at the heart of the IB Diploma Programme and is a
requirement for the award of the IB. It involves students in a range of activities alongside their
academic studies throughout the Diploma Programme.

In addition to the units normally covered by the IB’s Theory of Knowledge curriculum, LAS students
also take part in a TOK-themed cultural trip in their senior year. While there, students are
encouraged to use their TOK skills to look at their host city from different perspectives - using
History, Art, the Human Sciences, the Natural Sciences and Math to examine their surroundings.

How is TOK Assessed?

The TOK course is assessed through a 950-word TOK Exhibition and a 1,600 word TOK Essay. The
Exhibition assesses the ability of the student to consider some of the connections between three
objects in the real world and the various Themes and Knowledge Questions we’ve discussed in
class. The TOK Exhibition is normally completed at the end of a student’s 11th grade.

The TOK Essay is based on one of six Prescribed Titles written by the IBO. For example, the essay
may ask students to discuss the claims such as - “Accepting knowledge claims always involves an
element of trust” or “Avoiding bias seems a commendable goal, but this fails to recognize the
positive role that bias can play in the pursuit of knowledge.” These claims are considered from a
variety of perspectives using the IB’s five Areas of Knowledge: the Arts, HIstory, Human Sciences,
Natural Sciences and Mathematics.

What if I don’t take the IBDP?

Fear not! You’ll still get the chance to explore how you know what you know through LAS’s
Foundations Of Learning & Knowledge (FOLK) course. This provides all non-IB seniors with a
one-year TOK experience, including participation in the Senior TOK Cultural Trips in the Fall term.
LAS Seniors in the AP and LAS Diploma tracks are not required to submit their FOLK assessments
to any external marking board.
 Subject Areas and Details
Group 1 Language A
English A Language and Literature, School-Supported Self-Taught
Language A Literature
All three courses are designed for students who have experience of using the language of the
course in an academic context. The language background of such students, however, is likely to
vary considerably—from monolingual students to students with more complex language profiles.
The study of texts, both literary and non-literary, provides a focus for developing an
understanding of how language works to create meaning in a culture, as well as in particular texts.
All texts may be understood according to their form, content, purpose and audience, and through
the social, historical, cultural and workplace contexts that produce and value them. Responding
to, and producing, texts promotes an understanding of how language sustains or challenges ways
of thinking and being.

The IB requires students to choose at least one Language A. Students for whom English is their
second language, are encouraged to study their mother tongue as an A language. The study of
two A languages will gain the student a Bilingual IB Diploma.

The underlying principle of students learning two languages is to promote an understanding of

other cultures through the study of languages and their literature, and to develop communicative
competence.
Both the language A: literature course and the language A: language and literature course are
offered at SL and HL. The SSST Language A Literature course is offered only at SL.

Language A: Language and Literature

In this course, students study a wide range of literary and non-literary texts in a variety of media.
By examining communicative acts across literary form and textual type alongside appropriate
secondary readings, students will investigate the nature of language itself and the ways in which it
shapes and is influenced by identity and culture. Approaches to study in the course are meant to
be wide ranging and can include literary theory, sociolinguistics, media studies and critical
discourse analysis among others.

The course is centered around three core components:

● Readers, writers and texts
● Time and space
● Intertextuality: connecting texts

The model for language A: language and literature is the same at SL and HL but there are
significant quantitative and qualitative differences between the levels.
SL students are required to study four literary works and a number of non-literary texts that are
equivalent in teaching and learning time, whereas HL students are required to study six literary
works and a number of non-literary texts that are equivalent in teaching and learning time.

In paper 1 (non-fiction analysis), both SL and HL students are presented with two previously
unseen non-literary extracts or texts from different text types, each accompanied by a guiding
question. SL students are required to write a guided analysis of one of these, while HL students
must write guided analyses of both non-literary extracts or texts.
In addition, HL students will have a fourth assessment component, the higher level (HL) essay, a
written coursework task that requires students to explore a line of inquiry in relation to a studied
non-literary text or texts, or a literary text or work. The outcome of this exploration is a 1200-1500
word essay in which HL students are expected to demonstrate a deeper understanding of the
nature of linguistic or literary study.
In the language A: language and literature course students will learn about the complex and
dynamic nature of language and explore both its practical and aesthetic dimensions. They will
explore the crucial role language plays in communication, reflecting experience and shaping the
world. Students will also learn about their own roles as producers of language and develop their
productive skills. Throughout the course, students will explore the various ways in which language
choices, text types, literary forms and contextual elements all affect meaning. Through close
analysis of various text types and literary forms, students will consider their own interpretations, as
well as the critical perspectives of others, to explore how such positions are shaped by cultural
belief systems and to negotiate meanings for texts. Students will engage in activities that involve
them in the process of production and help shape their critical awareness of how texts and their
associated visual and audio elements work together to influence the audience/reader and how
audiences/readers open up the possibilities of texts. With its focus on a wide variety of
communicative acts, the course is meant to develop sensitivity to the foundational nature, and
pervasive influence, of language in the world at large.
School-Supported Self-Taught Language A: Literature
This course is intended to give students the opportunity to study literature written in their first
language if that language is not offered as a taught course by the School. The first language of
the student is the language in which the student is most competent. This will normally be the
language of the environment to which the student has been exposed from an early age or for an
extended period. Students may choose this option because they have a personal interest in
literature written in that language or because they need to do so for university entrance. The
Language A: Literature - School-Supported, Self-Taught course is a literature-based course that is
demanding and personally challenging.

Students who wish to follow the School-Supported, Self-Taught option will receive limited internal
School support. The School-Supported, Self-Taught option is not covered by the regular LAS
tuition fees structure for Grade 11 and 12. Parents and students (in consultation with the SSST
Coordinator) are required to locate a tutor who is knowledgeable about the IB Diploma
School-Supported, Self-Taught programme and they are also responsible for the direct payment
of any fees charged by the tutor.
Students agree to commit to at least one online tutoring session every two weeks.

The IB Language A: Literature - School-Supported, Self-Taught course is available at Standard

Level only.
 Group 2: Language B
Language Acquisition

English, French, German, Spanish

Language acquisition consists of two modern language courses — Language Ab initio and
Language B SL (Standard Level) or HL (Higher Level) —that at LAS are offered in English, French,
German, and Spanish. Language Ab initio and Language B SL or HL are language acquisition
courses designed to provide students with the necessary skills and intercultural understanding to
enable them to communicate successfully in an environment where the language studied is
spoken. This process allows the learner to go beyond the confines of the classroom, expanding
their awareness of the world and fostering respect for cultural diversity.

The two modern language courses—language ab initio and language B—develop students’
linguistic abilities through the development of receptive, productive and interactive skills.

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

English is available at SL and HL levels.

French is available at Ab initio, SL and HL levels.
German is available at Ab initio and SL levels.
Spanish is available at Ab initio and SL levels.

Distinction between SL and HL

At both levels of language B (SL and HL), students learn to communicate in the target language in
familiar and unfamiliar contexts. They describe situations, narrate events, make comparisons,
explain problems, and state and support their personal opinions on a variety of topics relating to
course content. The study of two literary works originally written in the target language is required
only at language B HL. The distinction between language B SL and HL can also be seen in the
level of competency the student is expected to develop in the receptive, productive and
interactive skills described below.
Language B HL
At HL, students are expected to extend the range and complexity of the language they use and
understand in order to communicate. They continue to develop their knowledge of vocabulary and
grammar, as well as their conceptual understanding of how language works, in order to construct,
analyse and evaluate arguments on a variety of topics relating to course content and the target
language culture(s).

Receptive skills:
Students understand and evaluate a wide variety of written and spoken authentic personal,
professional and mass media texts; they understand fundamental elements of literary texts such as
theme, plot and character. They analyse arguments, distinguishing main points from relevant
supporting details and explanations. They use a variety of strategies to deduce meaning.

Productive skills:
Students present and develop their ideas and opinions on a variety of topics, both orally and in
writing. They construct and support arguments with explanations and examples. They speak and
write at length, and with purpose, in order to meet a wide range of communicative needs:
describing, narrating, comparing, explaining, persuading, justifying, evaluating.

Interactive skills:
Students initiate, maintain and close oral exchanges, displaying some ability to make adjustments
in style or emphasis. They use a variety of strategies to maintain the flow of conversations and
discussions on a variety of topics relating to course content and the culture(s) of the target
language.

Students are adept at negotiating meaning and fostering communication.

Language B SL
Receptive skills:
Students understand a range of written and spoken authentic personal, professional and mass
media texts on topics of interest. They understand descriptions of events, feelings and wishes;
they understand comparisons and recognize a straightforward, linear argument. They use context
to deduce the meaning of sentences and unknown words and phrases.

Productive skills:
Students write texts for a variety of purposes and make oral presentations on topics of interest.
They write descriptive texts and personal correspondence; they make comparisons, narrate stories,
provide detailed accounts, and express their thoughts and opinions on abstract or cultural topics.

Interactive skills:
Students initiate and maintain the flow of conversations and discussions. They express and
respond to opinions and feelings on a variety of topics. They use and understand clear speech on
a variety of topics relating to course content and the culture(s) of the target language. Students
use a variety of strategies to negotiate meaning and foster communication.
Language Ab initio: French, German and Spanish
Language Ab initio is a language acquisition course designed for students with no prior
experience of the target language, or for those students with very limited previous exposure. It
should be noted that language ab initio is offered at SL only. Because of the inherent difficulty of
defining what constitutes “very limited exposure” to a language, it is not possible to list specific
conditions such as the number of hours or the nature of previous language instruction; however, it
is important to note that any student who is already able to understand and respond to spoken
and written language on a range of common topics cannot take a language ab initio class as this
would not provide an appropriate academic challenge.

Receptive:
Students understand, both orally and in writing, simple sentences and some more complex
sentences relating to the five prescribed themes and related topics. They understand simple
authentic and adapted written and audio texts and related questions in the target language.

Productive:
Students express information fairly accurately, in both writing and in speech, using a range of basic
vocabulary and grammatical structures. They communicate orally and respond appropriately to
most questions on the five prescribed themes and related topics.

Interactive:
Students understand and respond clearly to some information and ideas within the range of the
five prescribed themes and related topics. They engage in simple conversations. They use
strategies to negotiate meaning and foster communication.
 Group 3: Individuals and Societies
History, Economics, Business Management, Global Politics,
Geography, Psychology
History
The IB Diploma Programme (DP) history course is a world history course based on a
comparative and multi-perspective approach to history. It involves the study of a variety of types
of history, including political, economic, social and cultural, and provides a balance of structure
and flexibility. The course emphasizes the importance of encouraging students to think
historically and to develop historical skills as well as gaining factual knowledge. It puts a
premium on developing the skills of critical thinking, and on developing an understanding of
multiple interpretations of history. In this way, the course involves a challenging and demanding
critical exploration of the past.
All students at LAS, higher and standard level, look at one prescribed subject, which is assessed
through a source based examination paper.
● The move to global war

All students will also explore two key topics in world history. These will be chosen from:
● Causes and effects of 20th-century wars
● The Cold War: Superpower tensions and rivalries (20th century)

In addition, HL students will study one the following regional topic:

● History of the Americas
Assessment:
Historical investigation:1500-200 words (SL 25%, HL 20%)
● Paper 1 (HL/SL): Source analysis paper; five source questions (1 hour)
● Paper 2 (HL/SL): Essay paper: two timed essays (1.5 hours); based on two world history
topics
● Paper 3 (HL): Essay paper: three timed essays (2.5 hours); regional options

Economics4
The economics course is focused on inquiry-based teaching and learning, in which students are
given the opportunity to explore economic theories or global issues using real-world examples.
The teaching of the economics content should, therefore, be supported by focusing on
real-world issues and applying real-world examples. In some of the assessments, using real-world
examples will be the basis of the response and an argument must be formed around them. This
argument should then demonstrate the student’s understanding of economics through the lens
of a real example rather than the response being purely theoretical. In doing this the students
will be able to go beyond merely “stating” an example in a theoretical response. Students need
to unpack their examples to clearly demonstrate/analyse/justify/evaluate why they are relevant
examples for particular economic issues.

4
Taken from IBO Economics Guide, first assessment 2022
The aims of the economics course at SL and HL are to enable students to:
• develop a critical understanding of a range of economic theories, models, ideas and tools in
the areas of microeconomics, macroeconomics and the global economy
• apply economic theories, models, ideas and tools and analyse economic data to understand
and engage with real-world economic issues and problems facing individuals and societies
• develop a conceptual understanding of individuals’ and societies’ economic choices,
interactions, challenges and consequences of economic decision-making.

The distinction between SL and HL

SL and HL students of economics are presented with a common syllabus, with an HL extension in
some topics. The syllabus for both SL and HL students requires the development of certain skills
and techniques, attributes and knowledge—as described in the assessment objectives of the
programme.
While the skills and activity of studying economics are common to both SL and HL students, the
HL student is required to acquire a further body of knowledge—including the ability to analyse,
synthesize and evaluate that knowledge—and to develop quantitative skills in order to explain
and analyse economic relationships. These quantitative skills are specifically assessed at HL in
paper 3.
No prior knowledge of economics is required, however, Higher Level economics students should
be comfortable with more difficult mathematical concepts due to the content of the HL course.
Standard level economics students would benefit if they feel familiar with mathematical tools
such as index numbers, percentages, simple multiplications and being able to draw and interpret
graphs.

Assessment: SL HL

Paper 1 (1 hour and 15 minutes) 30% 20%

An extended response paper (25 marks)
Assessment objectives: AO1, AO2, AO3, AO4
Syllabus content (excluding HL extension material)
Students answer one question from a choice of three. (25 marks)

Paper 2 (1 hour and 45 minutes) 40% 30%

A data response paper (40 marks)
Assessment objectives: AO1, AO2, AO3, AO4
Syllabus content (excluding HL extension material). Includes some
quantitative questions.
Students answer one question from a choice of two. (40 marks)

Paper 3 (1 hour and 45 minutes) N/A 30%

A policy paper (60 marks)
Assessment objectives: AO1, AO2, AO3, AO4
Syllabus content including HL extension material. Includes both
quantitative and qualitative questions.
Students answer two compulsory questions. (30 marks per question)
 Internal assessment (20 teaching hours) 30% 20%
This component is internally assessed by the teacher and externally
moderated by the IB at the end of the course.
Students produce a portfolio of three commentaries, based on
different units of the syllabus (excluding the introductory unit) and on
published extracts from the news media. Each of the three
commentaries should use a different key concept as a lens through
which to analyse the published extracts.
Maximum 800 words for each commentary (45 marks)

Geography5
The aims of the geography course at SL and HL are to enable students to: 1. develop an
understanding of the dynamic interrelationships between people, places, spaces and the
environment at different scales 2. develop a critical awareness and consider complexity thinking
in the context of the nexus of geographic issues, including: • acquiring an in-depth
understanding of how geographic issues, or wicked problems, have been shaped by powerful
human and physical processes • synthesizing diverse geographic knowledge in order to form
viewpoints about how these issues could be resolved 3. understand and evaluate the need for
planning and sustainable development through the management of resources at varying scales.
Population, Climate Change and Resources.
The topics covered in this theme include areas of knowledge, geographical concepts and skills
which are also relevant to other schemes. The theme examines the nature of human populations,
their impact on the planet in terms of climate change, and the human ability to exploit resources.
Thus, it is appropriate that the three topics of Population, Climate Change and Resources are
considered together.
Geography options common to SL & HL:
● Hazards & Disasters
● Freshwater
● Tourism

The HL extension theme focuses on the global interactions, flows and exchanges arising from the
disparities that exist between places. It presents important and contestable geographic issues of
change in space and time for the HL student to question. This part of the syllabus is divided into
three units relating to global interactions and global development.
Teaching is largely based on case studies, and students' research skills and inquiry
methodologies are emphasized. Specific skills include data analysis, including simple statistical
analysis, presentation of arguments and results in short essays, map work, etc.
Both higher and standard level will have to carry out Internal Assessment work. A fieldwork trip is
planned for both higher and standard level students, to facilitate practical research work and
completion of the internal assessment.

5
Taken from IBO Geography Guide, updated November 2019
 SL HL
Assessment:

Paper 1 (1 hour 30 minutes) Geographic themes—two options (40 marks) 35% 35%

Paper 2 (1 hour 15 minutes) Geographic perspectives—global change 40% 25%

(50 marks)

Paper 3 (1 hour) Geographic perspectives—global interactions (28 N/A 20%

marks)

Internal assessment (20 hours) This component is internally assessed by 25% 20%
the teacher and externally moderated by the IB at the end of the course.
Fieldwork (20 hours) Written report (25 marks)

Global Politics6
The Diploma Programme Global Politics course enables you to critically engage with different
and new perspectives and approaches to politics in order to understand the challenges of the
changing world and become aware of your role in it as active global citizens. This course
explores key political concepts such as power, equality, sustainability and peace in a range of
contexts. It will allow you to develop an understanding of the local, national, international and
global dimensions of political activity and processes, as well as to explore political issues
affecting your own lives. The course will also help you to understand abstract political concepts
by grounding them in real-world examples and case studies.

The core units of the course together make up a central unifying theme of “people, power and
politics”. The emphasis on “people” reflects the fact that the course explores politics not only at
a state level but also explores the function and impact of non-state actors, communities, groups
and individuals. The concept of “power” is also emphasised as being particularly crucial to
understanding the dynamics, tensions and outcomes of global politics. Throughout the course,
issues such as conflict, migration or climate change are explored through an explicitly political
lens: “politics” provide a uniquely rich context in which to explore the relationship between
people and power.
You will be able to critically engage with different and new perspectives and approaches to
politics in order to understand the challenges of the changing world and become aware of your
role in it as active global citizens. This course explores key political concepts such as power,
equality, sustainability and peace in a range of contexts. It will allow you to develop an
understanding of the local, national, international and global dimensions of political activity and
processes, as well as to explore political issues affecting your own lives. The course will also help
you to understand abstract political concepts by grounding them in real-world examples and
case studies.

6
Taken from IBO Global Politics Guide, First assessment 2017
 Assessment: SL HL

Paper 1 (1 h 15 min) 30% 20%

Stimulus-based paper based on a topic from one of the
four core units
Four compulsory short-answer/structured questions
(25 marks)

SL-Paper 2 (1 h 45 min) 45% 40%

Students must write two essays from a choice of eight,
each selected from a different core unit
(50 marks)
HL-Paper 2 (2 h 45 min)
Students must write three essays from a choice of eight,
each selected from a different core unit
(75 marks)

Internal assessment (20 hours) 25% 20%

This component is internally assessed by the teacher

and externally moderated by the IB at the end of the
course.
Engagement activity
A written report (2,000-word maximum) on a political
issue explored through engagement and research.
(20 marks)

HL extension: global political challenges (90 hours) NA 20%

Two video recorded oral presentations (10-minute
maximum each) of two case studies chosen from two
different HL extension topics
(20 marks)

Business Management7

7
Taken from IBO Business Management Guide, First assessment 2016
Business management is a rigorous, challenging and dynamic discipline in the individuals and
societies subject group. The role of businesses, as distinct from other organizations and actors in
a society, is to produce and sell goods and services that meet human needs and wants by
organizing resources. Profit Making, risk-taking and operating in a competitive environment
characterize most business organizations.

Although business management shares many skills and areas of knowledge with other humanities
and social sciences, it is distinct in a number of ways. For example business management is the
study of decision making within an organization, whereas economics is the study of scarcity and
resource allocation, both on micro and macro levels. Business management examines the use of
information technology in business contexts, whereas information technology in a global society
(ITGS) critically examines its impact on other fields, such as health and government.

Business management studies business functions, management processes and decision-making

in contemporary contexts of strategic uncertainty. It examines how business decisions are
influenced by factors internal and external to an organization, and how these decisions impact
upon its stakeholders, both internally and externally. Business management also explores how
individuals and groups interact within an organization, how they may be successfully managed
and how they can ethically optimize the use of resources in a world with increasing scarcity and
concern for sustainability. Business management is, therefore, perfectly placed within the
individuals and societies subject area: aiming to develop in students an appreciation both for our
individuality and our collective purposes.

The Diploma Programme business management course is designed to develop students’

knowledge and understanding of business management theories, as well as their ability to apply
a range of tools and techniques. Students learn to analyse, discuss and evaluate business
activities at local, national and international levels. The course covers a range of organizations
from all sectors, as well as the socio-cultural and economic contexts in which those organizations
operate.

Emphasis is placed on strategic decision-making and the operational business functions of

human resource management, finance and accounts, marketing and operations management.
Links between the topics are central to the course, as this integration promotes a holistic
overview of business management. Through the exploration of six concepts underpinning the
subject (change, culture, ethics, globalization, innovation and strategy), the business
management course allows students to develop their understanding of interdisciplinary concepts
from a business management perspective.

The course encourages the appreciation of ethical concerns, as well as issues of corporate social
responsibility (CSR), at both a local and global level. Through the study of topics such as human
resource management, organizational growth and business strategy, the course aims to develop
transferable skills relevant to today’s students. These include the ability to: think critically; make
ethically sound and well-informed decisions; appreciate the pace, nature and significance of
change; think strategically; and undertake long term planning, analysis and evaluation. The
course also develops subject-specific skills, such as financial analysis.

Assessment: SL HL

Paper 1 (1 hour and 15 minutes) Based on a case study issued in 30% 35%
 advance, with additional unseen material for section B. Assessment
objectives 1, 2, 3, 4 (40 marks) Section A Syllabus content: Units 1–5
Students answer two of three structured questions based on the
pre-seen case study. (10 marks per question) Section B Syllabus
content: Units 1–5 Students answer one compulsory structured
question primarily based on the additional stimulus material. (20
marks)

Paper 2 (1 hour and 45 minutes) Assessment objectives 1, 2, 3, 4 (50 45% 40%

marks) Section A Syllabus content: Units 1–5 Students answer one of
two structured questions based on stimulus material with a
quantitative focus. (10 marks) Section B Syllabus content: Units 1–5
Students answer one of three structured questions based on stimulus
material. (20 marks) Section C Syllabus content: Units 1–5 Students
answer one of three extended response questions primarily based on
two concepts that underpin the course. (20 marks).

Internal assessment (15 teaching hours) Written commentary Students 25% N/A
produce a written commentary based on three to five supporting
documents about a real issue or problem facing a particular
organization. Maximum 1500 words. (25 marks)

Internal assessment (30 teaching hours) Research project Students N/A 25%
research and report on an issue facing an organization or a decision to
be made by an organization (or several organizations). Maximum 2000
words. (25 marks)

Psychology8
Psychology is the rigorous and systematic study of mental processes and behaviour. It is a
complex subject which draws on concepts, methods and understandings from a number of
different disciplines. There is no single approach that would describe or explain mental processes
and behaviour on its own as human beings are complex animals, with highly developed frontal
lobes, cognitive abilities, involved social structures and cultures. The study of behaviour and
mental processes requires a multidisciplinary approach and the use of a variety of research
techniques whilst recognising that behaviour is not a static phenomenon, it is adaptive, and as the
world, societies and challenges facing societies change, so does behaviour.

At the core of the DP psychology course is an introduction to three different approaches to

understanding behaviour:
• biological approach to understanding behaviour
• cognitive approach to understanding behaviour
• sociocultural approach to understanding behaviour.

8
Taken from IBO Psychology Guide, First assessment 2019
The knowledge, concepts, theories and research that have developed the understanding in these
fields will be studied and critically evaluated to answer some of the questions being asked by
psychologists today.

Furthermore, the interaction of these approaches to studying psychology will form the basis of a
holistic and integrated approach to understanding mental processes and behaviour as a complex,
dynamic phenomenon, allowing students to appreciate the diversity as well as the commonality
between their own behaviour and that of others.

The contribution and the interaction of the three approaches can be best understood through the
options.

There are four options in the course. They focus on areas of applied psychology:
• abnormal psychology
• developmental psychology
• health psychology
• psychology of relationships.

The options provide an opportunity to take what is learned from the study of the approaches to
psychology and put it into the context of specific lines of inquiry, broaden students’ experience of
the discipline and develop the students’ critical inquiry skills.

Surrounding the approaches and the options are the overarching themes of research and ethics.
A
consideration of both is paramount to the nature of the subject.

Psychologists employ a range of research methods, both qualitative and quantitative, in order to
test their observations and hypotheses. As a part of the core syllabus, DP psychology promotes
an understanding of the various approaches to research and how they have been used in order to
critically reflect on the evidence as well as assist in the design, implementation, analysis and
evaluation of the students’ own investigations.

Psychology studies human beings and as such it is paramount that the ethical implications in any
line of investigation, and at all points in the

The following extensions to the core approaches are studied at HL only:

• the role of animal research in understanding human behaviour
• cognitive processing in the digital world
• the influence of globalization on individual attitudes, identities and behaviour.

Assessment: SL HL

Paper 1 (2 hours) 50% NA

Section A: Three short-answer questions on the core approaches
to psychology (27 marks)
Section B: One essay from a choice of three on the biological,
cognitive and sociocultural
 approaches to behaviour (22 marks)
(Total 49 marks)

Paper 1 (2 hours) NA 40%

Section A: Three short-answer questions on the core approaches
to psychology (27 marks)
Section B: One essay from a choice of three on the biological,
cognitive and sociocultural
approaches to behaviour. One, two or all of the essays will
reference the additional HL topic (22 marks)
(Total 49 marks)

Paper 2 (1 hour) 25% NA

One question from a choice of three on one option
(22 marks)

Paper 2 (2 hours) NA 20%

Two questions; one from a choice of three on each of two options
(Total 44 marks)

Paper 3 (1 hour) NA 20%

Three short-answer questions from a list of six static questions on
approaches to research
(24 marks)

Internal assessment (20 hours) 25% 20%

This component is internally assessed by the teacher and
externally moderated by the IB at
the end of the course.
Experimental study
A report on an experimental study undertaken by the student
(22 marks)

Group 4: Experimental Sciences

Biology, Chemistry, Physics, Environmental Systems & Societies, Astronomy
Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a
common internal assessment (IA) scheme and have some overlapping elements in the option studied.
The syllabus encourages the development of certain skills, attributes and attitudes. While the skills and
activities of group 4 science subjects are common to students at both SL and HL, students at HL are
required to study some topics in greater depth, in the additional higher level (AHL) material and in the
common options.
Experimental work is carried out both individually and in small groups and support is given where
possible to students for whom English is a second or additional language.

Biology (SL/HL)
Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and,
through reproduction and natural selection, have given rise to the 8 million or so different species alive
today. Estimates vary, but over the course of evolution 4 billion species could have been produced.
Most of these flourished for a period of time and then became extinct as new, better adapted species
took their place. There have been at least five periods when very large numbers of species became
extinct and biologists are concerned that another mass extinction is underway, caused this time by
human activity. Nonetheless, there are more species alive on Earth today than ever before. This
diversity makes biology both an endless source of fascination and a considerable challenge.
An interest in life is natural for humans; not only are we living organisms ourselves, but we depend on
many species for our survival, are threatened by some and co-exist with many more. From the earliest
cave paintings to the modern wildlife documentary, this interest is as obvious as it is ubiquitous, as
biology continues to fascinate young and old all over the world.

The distinction between SL and HL

Higher level biology is an in-depth study of modern biology and provides a sound foundation for
college and university courses in biology, medicine, biochemistry, environmental studies, etc. A solid
foundation in biology and a good working knowledge of chemistry are required for this course.
Standard level biology is narrower in breadth and depth but gives a good foundation to keep options of
further study open. Both courses contain compulsory core material and in addition, students have to
study one optional topic.

Prior learning
Past experience shows that students will be able to study Biology at SL successfully with no
background in, or previous knowledge of, science. Their approach to learning, characterized by the IB
learner profile attributes, will be significant here.
However, for most students considering the study of a group 4 subject at HL, while there is no intention
to restrict access to group 4 subjects, some previous exposure to formal science education would be
necessary.

SL Assessment

Approximate weighting of objectives

Overall weighting (%) Duration
Component
(%) (hours)
1+2 3

Paper 1 20 10 10 ¾
 Paper 2 40 20 20 1¼

Paper 3 20 10 10 1

Internal Covers objectives

20 10
assessment 1, 2, 3 and 4

HL Assessment

An approximate weighting of
Overall weighting objectives (%) Duration
Component
(%) (hours)
1+2 3

Paper 1 20 10 10 1

Paper 2 36 18 18 2¼

Paper 3 24 12 12 1¼

Internal Covers objectives

20 10
assessment 1, 2, 3 and 4

Chemistry (SL/HL)
Chemistry is an experimental science that combines academic study with the acquisition of practical
and investigational skills. It is often called the central science, as chemical principles underpin both the
physical environment in which we live and all biological systems. Apart from being a subject worthy of
study in its own right, chemistry is a prerequisite for many other courses in higher education, such as
medicine, biological science and environmental science, and serves as useful preparation for
employment.
The Diploma Programme chemistry course includes the essential principles of the subject but also,
through the selection of an option, allows teachers some flexibility to tailor the course to meet the
needs of their students. The course is available at both standard level (SL) and higher level (HL), and
therefore accommodates students who wish to study chemistry as their major subject in higher
education and those who do not.
At the school level, both theory and experiments should be undertaken by all students. They should
complement one another naturally, as they do in the wider scientific community. The Diploma
Programme chemistry course allows students to develop traditional practical skills and techniques and
to increase facility in the use of mathematics, which is the language of science. It also allows students
to develop interpersonal skills, and digital technology skills, which are essential in a 21st-century
scientific endeavour and are important life-enhancing, transferable skills in their own right.
The distinction between SL and HL
Higher level chemistry is an in-depth study of modern chemistry and provides a sound foundation for
college and university courses in chemistry, medicine, biochemistry, pharmacology, environmental
studies, chemical engineering, etc. This chemistry course requires previous knowledge as certain areas
of the subject are studied in considerable detail.

Standard level chemistry has been specifically designed for the student who wishes to know more of the
applications of chemistry, while still wanting to further their knowledge of the more "pure" aspects of
the subject. The common core of the syllabus covers similar material to the higher level course
although not in the same detail.

Prior learning
Past experience shows that students will be able to study a group 4 science subject at SL successfully
with no background in, or previous knowledge of, science. Their approach to learning, characterized by
the IB learner profile attributes, will be significant here.
However, for most students considering the study of a group 4 subject at HL, while there is no intention
to restrict access to group 4 subjects, some previous exposure to formal science education would be
necessary.

SL + HL Assessment

An approximate weighting of objectives

Component Overall weighting (%) (%) Duration (hours)
1+2 3
Paper 1 20 10 10 ¾
Paper 2 40 20 20 1¼
Paper 3 20 10 10 1
Internal assessment 20 Covers objectives 1, 2, 3 and 4 10

Physics (SL/HL)
“Physics is a tortured assembly of contrary qualities: of scepticism and rationality, of freedom and
revolution, of passion and aesthetics, and of soaring imagination and trained common sense.”
Leon M Lederman (Nobel Prize for Physics, 1988)
The scientific processes carried out by the most eminent scientists in the past are the same ones
followed by working physicists today and, crucially, are also accessible to students in schools. Early in
the development of science, physicists were both theoreticians and experimenters (natural
philosophers). The body of scientific knowledge has grown in size and complexity, and the tools and
skills of theoretical and experimental physicists have become so specialized that it is difficult (if not
impossible) to be highly proficient in both areas. While students should be aware of this, they should
also know that the free and rapid interplay of theoretical ideas and experimental results in the public
scientific literature maintains the crucial links between these fields.
At the school level, both theory and experiments should be undertaken by all students. They should
complement one another naturally, as they do in the wider scientific community. The Diploma
Programme physics course allows students to develop traditional practical skills and techniques and
increase their abilities in the use of mathematics, which is the language of physics. It also allows
students to develop interpersonal and digital communication skills which are essential to a modern
scientific endeavour and are important life-enhancing, transferable skills in their own right.
The Diploma Programme physics course includes the essential principles of the subject but also,
through the selection of an option, allows teachers some flexibility to tailor the course to meet the
needs of their students. Higher level physics is relevant to university courses in physics, engineering or
electronics, and would be useful to anyone wishing to study mathematics or science at a higher level. It
encourages the student to think in a logical, consistent and mathematical way. Any of the mathematics
courses IB Analysis SL, IB Analysis HL or IB Applications HL would be extremely useful, although not
essential, for this course.

The distinction between SL and HL

Standard level physics has been specifically designed for the student who wishes to know more of the
applications of physics, while still wanting to further their knowledge of the more "pure" aspects of the
subject. The common core of the syllabus covers similar material to the higher level course although
not in the same detail.

Assessment SL + HL

Approximate weighting of objectives (%) Duration

Component Overall weighting (%) (hours)
1+2 3
Paper 1 20 10 10 1
Paper 2 36 18 18 2¼
Paper 3 24 12 12 1¼
Internal
20 Covers objectives 1, 2, 3 and 4 10
assessment

Astronomy SL
This course covers the birth, life and death of stars and our Sun, as well as the origin of the planets, life
on Earth and the search for extraterrestrial life. You will learn about galaxies and our Milky Way galaxy,
the birth, life and death of the universe, large scale structures of the universe and the shape of
space-time. Forty hours of practical work is required, including the use of astronomical equipment at
the LAS observatory

The three main reasons to take Astronomy are as follows:

Romance: Astronomy is the stuff of legend. In times past, when religion and superstition were
intimately linked to heavenly phenomena, the unexpected was often greeted with grave concern. By
observing the motions and properties of objects in the sky, it was possible to understand more about
the universe and our place in it.

Wonder: Astronomy has been a breeding ground for many science fiction films and programs such as
Star Trek and Star Wars. This has resulted in amazing images of star-filled panoramas, prominences of
the Sun and supernova explosions being brought into everyone’s living room.

The search for the ultimate truth: Everyone can look up into the night sky and dream. Are there other
planets like ours? Is there life out there? Astronomy promises to explain how we got here and where
the universe is going – questions which touch every human on the planet.

Assessment

Assessment component Weighting % Duration (hours)

Paper 1 30 3/4

Paper 2 50 1 1/2

Internal Assessment 20 10

Environmental Systems and Societies SL

Environmental Systems and Societies (ESS) is an interdisciplinary group 3 and 4 course that is offered
only at standard level (SL). As an interdisciplinary course, ESS is designed to combine the
methodology, techniques and knowledge associated with group 4 (sciences) with those associated with
group 3 (individuals and societies). ESS is a complex course, requiring a diverse set of skills from its
students. It is firmly grounded in both a scientific exploration of environmental systems in their
structure and function and in the exploration of cultural, economic, ethical, political, and social
interactions of societies with the environment. As a result of studying this course, students will become
equipped with the ability to recognize and evaluate the impact of our complex system of societies on
the natural world.

Students take ESS for a variety of reasons. Those students with an interest in environmental sciences
and systems where human and environmental interactions meet should consider ESS. Also, students
who do not feel they wish to specialize too much in the sciences can take ESS as their science subject.

ESS acts as either Group 3 or Group 4 AND can fulfil the needs of both in the full Diploma Programme.
Assessment
Approximate weighting of objectives in Duration
Assessment component Weighting %
each component (%) (hours)
 1 and 2 3
Paper 1 (case study) 25 50 50 1
Paper 2 (short answers and
50 50 50 2
structured essays)
Internal assessment (individual
25 Covers objectives 1, 2, 3 and 4 10
investigation)

Group 5: Mathematics
The nature of mathematics can be summarized in a number of ways: for example, it can be seen
as a well-defined body of knowledge, as an abstract system of ideas, or as a useful tool. For
many people, it is probably a combination of these, but there is no doubt that mathematical
knowledge provides an important key to understanding the world in which we live. Mathematics
can enter our lives in a number of ways: we buy produce in the market, consult a timetable, read
a newspaper, time a process, or estimate a length. Mathematics, for most of us, also extends into
our chosen profession: visual artists need to learn about perspective; musicians need to
appreciate the mathematical relationships within and between different rhythms; economists
need to recognize trends in financial dealings, engineers need to take account of stress patterns
in physical materials. Scientists view mathematics as a language that is central to our
understanding of events that occur in the natural world. Some people enjoy the challenges
offered by the logical methods of mathematics and the adventure in reason that mathematical
proof has to offer. Others appreciate mathematics as an aesthetic experience or even as a
cornerstone of philosophy. This prevalence of mathematics in our lives, with all its
interdisciplinary connections, provides a clear and sufficient rationale for making the study of this
subject compulsory for students studying the full diploma.

IB Mathematics: Applications and Interpretation

This course recognizes the increasing role that mathematics and technology play in a diverse
range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in
context by focusing on topics that are often used as applications or in mathematical modelling.
To give this understanding a firm base, this course also includes topics that are traditionally part
of a pre-university mathematics course such as calculus and statistics.

The course makes extensive use of technology to allow students to explore and construct
mathematical models. Mathematics: applications and interpretation will develop mathematical
thinking, often in the context of a practical problem and using technology to justify conjectures.

Students who choose Mathematics: applications and interpretation at SL or HL should enjoy

seeing mathematics used in real-world contexts and to solve real-world problems.
Students who wish to take Mathematics: applications and interpretation at higher level will have
good algebraic skills and experience of solving real-world problems. They will be students who
get pleasure and satisfaction when exploring challenging problems and who are comfortable to
undertake this exploration using technology.

The distinction between SL and HL

Students who wish to take Mathematics: applications and interpretation at higher level will have
good (efficient) algebraic skills and experience of solving real-world problems. They will be
students who get pleasure and satisfaction when exploring challenging problems and who are
comfortable to undertake this exploration using technology.9 Students in the HL course will be
required to work both with and without a calculator. Efficient algebra skills are imperative.

IB Mathematics: Analysis and Approaches

This course recognizes the need for analytical expertise in a world where innovation is
increasingly dependent on a deep understanding of mathematics. This course includes topics
that are both traditionally part of a pre-university mathematics course (for example, functions,
trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof,
for instance the study of sequences and series at both SL and HL, and proof by induction at HL.
The course allows the use of technology, as fluency in relevant mathematical software and
hand-held technology is important regardless of choice of course. However, Mathematics:
analysis and approaches has a strong emphasis on the ability to construct, communicate and
justify correct mathematical arguments.

The distinction between SL and HL

Students who choose Mathematics: analysis and approaches at SL or HL should be comfortable
in the manipulation of algebraic expressions and enjoy the recognition of patterns and
understand the mathematical generalization of these patterns. Students who wish to take
Mathematics: analysis and approaches HL will have strong algebraic skills and the ability to
understand simple proof. They will be students who enjoy spending time with problems and get
pleasure and satisfaction from solving challenging problems.10

9
IBO Subject Guide for Applications and Interpretations Mathematics
10
IBO Subject Guide For Analysis and Approaches Mathematics.
Group 6 The Arts

Visual Art SL/HL

The Arts subjects offer students an opportunity to specialize in an arts subject, exploring it in
depth while applying analytical techniques and research skills. At LAS, students can choose
Visual Arts at higher level. It is also possible for students to switch a group 6 subject for another
subject from groups 1 to 4.

Visual Art
The IB Diploma Programme visual arts course encourages students to challenge their own
creative and cultural expectations and boundaries. It is a thought-provoking course in which
students develop analytical skills in problem-solving and divergent thinking, while working
towards technical proficiency and confidence as art-makers. In addition to exploring and
comparing visual arts from different perspectives and in different contexts, students are expected
to engage in, experiment with and critically reflect upon a wide range of contemporary practices
and media. The course is designed for students who want to go on to study visual arts in higher
education as well as for those who are seeking lifelong enrichment through visual arts.

Supporting the International Baccalaureate mission statement and learner profile, the course
encourages students to actively explore the visual arts within and across a variety of local,
regional, national, international and intercultural contexts. Through inquiry, investigation,
reflection and creative application, visual arts students develop an appreciation for the
expressive and aesthetic diversity in the world around them, becoming critically informed makers
and consumers of visual culture.
Assessment is through an exhibition of studio work completed at the end of IB2 plus
submission of a Process Portfolio and a written comparative study of 3 artists.
Internal Assessment:
Exhibition 40%

External Assessment:

Comparative Study 20%

Process Portfolio 40%

The assessment components are the same for SL and HL with an increased number of artworks
required in the exhibition component and an additional section required in the Comparative
Study for HL students.
 Academic Honesty at LAS
We take academic honesty seriously and make our expectations clear to students through the
school’s social and academic regulations.

We believe that good study and social habits developed at LAS will serve as a foundation on which
our graduates can build confident, courteous and successful lives. In the event that a student
violates LAS values in their academic work, the following sanctions will be applied:

● First offense: A meeting with the Associate Dean of Preparatory Years. A letter is sent to the
family and student. The student must also redo or repeat the assignment and may not
receive full grades for their work.
● Second offense: A meeting with the Associate Dean of Preparatory Years. Additionally, a
letter is sent home to the student’s parents or guardians. The student must also redo or
repeat the assignment and may not receive full grades for their work.
● Third offense: A meeting with the Associate Dean of Preparatory Years, a letter home to the
student’s parents or guardians and a one-week off-campus suspension. The student must
also redo or repeat the assignment and may not receive full grades for their work. The Head
of School can weigh further sanctions, including possible dismissal from LAS.

What does it take to be successful at LAS?

Learning to Challenge Yourself

Support is readily available to students at LAS, from the Associate Academic Deans and their staff
to the dormitories and faculty families. Students should challenge themselves to push their limits
and try new things. In their academics, students will be challenged and meeting that challenge is
essential to success.

Finding Interests
Activities and sports at LAS offer a wide variety of opportunities. Making the most of these is
essential to student’s development as global citizens and in ensuring they have a balanced lifestyle
in Leysin.

Making Friends
LAS is a community and lasting friendships between students from many parts of the world are a
major part of why alumni return to visit years after they graduate.

Global Awareness
The international nature of the staff and students expose students to cultures and languages from
50 different countries. Cultural and service trips expose students to world issues and the role they
play in a global society.

Focus on Earning Strong Qualifications

At LAS, you will be supported in your studies. Your aim should be to make the most of your
opportunity. All we ask is that students reach for the stars and make the most of their ability and
balance their lives to ensure they are healthy, happy and doing well in their classes. Strong
qualifications will be of great benefit in applications to further education.
Preparing for Success After-LAS
Your university advising department will guide you in the process of applications and testing. It is
essential for you to be thoughtful and aware of what makes you an excellent candidate for further
education. If you prepare in advance through Grades 10 and 11, the process of applications
becomes much easier.