India International School in Japan

IB Diploma Programme
2023-2025

1

Contents
Focus

Page

Cover Page

1

Table of Contents

2

Introduction

3

IBO Mission Statement

3

IB DP Programme Model

4

IB Diploma Programme Requirements

4

IB Diploma Subject Options at IISJ 2021-2023

6

IB Subject Options Form 2021-2023

7

IISJ IB Programme Fee Structure

8

Student Timetable

9

Assessment in the IB DP Programme

9

Assessment criteria in IB Diploma

10

Eligibility criteria for IB Diploma certificate

11

IISJ Subject Outlines 2023-2025

12Group 1: English A Language and Literature HL

12Group 2: English B, Japanese B, French B HL/SL

16Group 3: Psychology HL/SLBusiness Management HL/SL

19
22Group 4: Biology HL/SL
Physics HL/SL
Chemistry HL/SL
Computer Science HL/SL

27
30
33
36

Group 5: Mathematics HL/SL

40Group 6: Electives and Pathways

45

Mandatory IB Core Courses

462

INTRODUCTION
The International Baccalaureate Organization (IBO) offers high quality programme throughout theschools in the world. The IB diploma program is well appreciated program suitable for students
entering to top universities around the globe. IB DP is a challenging and balanced academic program
suitable for successful university education. It is targeted towards 16-19 years old students and being
offered as a 2-year pre-university course. There are more than 700,000 thousand IB students in 140
countries all over the world.
IB MISSION STATEMENT“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world through intercultural understanding and respect.”IB diploma program aims 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. The
IB learners strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
CaringRisk-takers
Balanced
Reflective

In IB program, we focus on effective oral and written communication of and with the students
throughout the course. Students are encouraged to carry out original investigations in each field ofstudy while inculcating elements of research in them. This course aims at holistic development of achild while preparing them to face challenges of today’s increasingly complex world.

3

THE IB DIPLOMA PROGRAMME MODEL
The vision of a curriculum of breadth, depth and flexibility is today known as the Diploma Programme
Model, with six academic areas surrounding the Learner Profile and a set of Core elements.

http://www.ibo.org/en/programmes/diploma-programme/
IB DIPLOMA PROGRAMME REQUIREMENTS
Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and Extended Essay (EE) are coreelements of IB Diploma Programme. Language acquisition (Group 1), Studies in Language andLiterature (Group 2), Individual and Societies (Group 3), Sciences (Group 4), Mathematics (Group 5)
and The Arts (Group 6) are the subject groups incorporated by IB as principal domains of knowledge.
Language acquisition (Group 1)– This group consists of mainly English, Spanish and French as
Language A. Other languages are also included in this group. The courses available in this group are(i) language and literature and (ii) literature offered at both Standard Level (SL) and Higher Level (HL).
Literature and Performance course is available in Standard Level (SL) only.
Studies in Language and Literature (Group 2)- It consists of the nearly 80 additional
languages offered as Language B at both standard level (SL) and Higher level (H), or Ab Initio (SLonly).
Individual and Societies (Group 3)- This group consists of courses like Business Management,
Geography, History, Information technology in a global society(ITGS), Philosophy, Psychology, Social and cultural anthropology offered at both Standard level (SL)and Higher level (HL).
4

Sciences (Group 4) -This group consists of Chemistry, Biology, Physics, Design Technology andComputer Science offered at both the Standard Level (SL) and Higher Level (HL). In this group,
Environmental Systems and Societies (transdisciplinary between group 3 and group 4) and Sports,
Exercise and Health Science are offered at Standard Level (SL) only.
Mathematics (Group 5) - This group consists of three main mathematics courses: Mathematical
Studies SL (Standard Level), Mathematics SL or Mathematics HL (Higher Level). Further
Mathematics HL can be taken as an elective in addition to Mathematics HL
The Arts (Group6) - This group consists of five courses like Dance, Music, Theatre, Visual Arts,
and Film at both Standard Level (SL) and Higher Level (HL): Literature and Performance(transdisciplinary between Groups 1 and 6) is also available at SL in this group.
The Group 6 is also called Electives group as students may choose from amongst the courses of otherfive groups in place of a course from this group. IB DP two-year programme usually consists offollowing subjects.
Core Subjects

Courses from Group 1 to Group 6(i) Theory of Knowledge (TOK)(i) 3 courses at higher level (HL)(ii) Extended Essay (EE)(ii) 3 courses at standard level (SL)(iii) Creativity Activity Service (CAS)5

IB DIPLOMA SUBJECT OPTIONS AT IISJ 2023-2025
One subject from each group must be chosen. If students select English A and Hindi A or JapaneseA, this qualifies them for a Bilingual IB Diploma on the condition that the candidate obtains a level 3
or greater in both subjects.

GroupGroup 1- Studies in Language andLiteratureGroup 2 – Language acquisition

Group 3–Individuals and Societies

Group 4–Experimental Sciences

Subjects(i) English A: Language and Literature SL/HL(ii) Japanese A: Language and Literature SL/HL(i) English B SL/HL(ii) Japanese B SL/HL(iii) Japanese Ab Initio(i) Psychology SL/HL(ii) Business Management SL/HL(iii) Economics SL/HL(i) Biology SL/HL(ii) Physics SL/HL(iii) Chemistry SL/HL(iv) Computer Science SL/HLGroup 5–Mathematics(i) Mathematics: analysis and approaches SL/HL(ii) Mathematics: applications and interpretation SL/HLGroup 6–The Arts and Electives

Either of Group 3 or Group 4 or Group 5 subjects may bechosen.

6

India International School in JapanIB SUBJECT OPTIONS FORM 2023-2025
One subject from each group must be chosen. Students are required to select 3 HL and 3 SL subjects.
GroupGroup 1 - Studies in
Language and LiteratureGroup 2 – Language
Acquisition
Group 3 – Individuals
and Societies

Subjects available

Subject

Level(i) English A: Language and Literature
SL/HL(ii) Japanese A: Language and Literature
SL/HL(iv) English B SL/HL(v) Japanese B SL/HL(vi) Japanese Ab Initio(i) Psychology SL/HL(ii) Business Management SL/HL(iii) Economics SL/HL(i) Biology SL/HLGroup 4 – Experimental (ii) Physics SL/HL
Sciences(iii) Chemistry SL/HL(iv) Computer Science SL/HLGroup 5 – Mathematics(i) Mathematics: analysis and approaches
SL/HL(ii) Mathematics: applications andinterpretation SL/HLGroup 6 – The Arts andElectives

Either of Group 3 or Group 4 or Group 5
subjects may be chosen.

Student’s Name: _________________________

Student’s signature: __________________

Parents’ approval: I, hereby, endorse and consent to selection of IB subject options by myson/daughter ________________________________

Parent’s signature: _______________________

Date: ____________________________7IISJ IB PROGRAMME FEE STRUCTUREIISJ has consistently maintained a fee structure to lessen financial burdens on parents while providing
quality education. We have strived for providing good English medium education to all the expatriates
who are not in position to pay exorbitant school fees under various headings. Being not-for-profit
organization, we charge for covering operational costs only. So, there may be periodic adjustments infee structure but it will not include additional fee under separate heading.
IB assessment fees are based on fixed foreign exchanges like US dollar and due to fluctuation inconversion rate, the registration and assessment fees in Japanese Yen may fluctuate. For convenience
all fees are indicated in Japanese and adjustments in IB fees will be done as per the currency conversion
rate of the day.

Fee category

AmountDay of payment

Method of payment

At the time of admission in
IISJ

All payments are to be made bybank transfers to the following
account of IISJ.
Sumitomo Mitsui Banking
Corporation, Marunouchi
Branch (Branch code 245),
Account type - Touza, AccountNo.: 1008024
Beneficiary: Bank of India,
Tokyo Branch.

Application Fee

JPY 10,000

IB registration fee

JPY 20,000

At the time of admission in
IISJTuition Fee

JPY 1,500,000(a) First installment by May
15: JPY 750,000(b) Second installment by
November 15: JPY
750,000

IB Diploma
Examination Fee

JPY 160,000

Please mention IISJ next toremitter's name.

Grade 12 only (will be
notified in second half ofGrade 12)

Note: Please send a mail to iisjtokyo@iisjapan.com after every payment to notify the day of moneytransfer so that we can make confirmation of the payment at the earliest.

8

STUDENT TIMETABLE
The student timetable at IISJ is 8-10 forty-minute lessons per day. During two years of IBDP, students
will complete a minimum of 150 hours of classes for an SL subject and 240 hours for an HL subject.
Generally, TOK, CAS and EE are completed outside of the regular school timetable and around 100
hours are used for them. For TOK and EE, there are 4 lessons per week provided for monitoring andguidance to the students. Similarly, 5 lessons are allocated for CAS so that student can carry out CAS
related activities as well as seek guidance and suggestions from CAS coordinator.
ASSESSMENT IN THE IB DIPLOMA PROGRAMMEIB assessment philosophy centers on preparing students towards university education. IB uses
criterion-based grading system where each student’s performance is measured against well-definedlevels of achievement Subject grades reflect attainment of knowledge and skills relative to set standards
that are applied equally to all schools.
IB assessment consists of two components: (i) Internal Assessments (IAs) and (ii) External
Assessments (EAs). Internal assessments consist of assignments completed during the two years
period of IB DP. These are internally assessed by IISJ teachers that externally moderated by IB
examiners. Internal assessment usually plays very crucial role in the final grade achieved by the students
in the concerned courses.
External Assessments are done around the end of the two years in IB DP program and are externally
graded by IB Examiners. Some assessment tasks are conducted and overseen by teachers without the
restrictions of examination conditions but are then marked externally by examiners. Examples of theseinclude language written tasks, essays for Theory of Knowledge and Extended Essays.

9

ASSESSMENT CRITERIA IN IB DIPLOMA
Based on total marks secured by the students in both IAs and EAs, students are given marks from 1
to 7 for each of the group subjects. Similarly, students can receive maximum 3 bonus points for
TOK/EE. So, altogether students can secure maximum 45 marks. For receiving IB Diploma, students
must complete 150 hours of CAS also.
IB MARKS DESCRIPTIONIB Assessment Marks

Performance level

7

Excellent Performance

6

Very Good Performance

5

Good Performance

4

Satisfactory Performance3

Mediocre Performance2

Poor Performance1

Very Poor Performance

The Diploma point matrix for bonus points in TOK & EE (From May 2015)
TOK/EE

Good
B

Satisfactory
C

Mediocre
D

3

3

2

2

3

2

2

1

2

2

1

0

2

1

0

0

Elementary
E

Failing condition

Excellent
A
Good
B
Satisfactory
C
MediocreD
Elementary
E

ExcellentA

Failing condition

10

ELIGIBILITY CRITERIA FOR IB DIPLOMA CERTIFICATE
In order to achieve the IB Diploma a candidate must fulfill certain requirements; at its most basic a
candidate must achieve at least 24 points from their combined grades in six subjects, together with
their grades for theory of knowledge and the extended essay, and also complete the Creativity, Activity,
Service (CAS) element. However, to ensure a diploma reflects sufficient breadth in achievement acrosssubjects and the core there are requirements stated in articles of the General regulations: Diploma
Programme. These are the “requirements” and are phrased positively. The “failing conditions” are aninterpretation of these requirements intended to indicate why a candidate has failed to achieve thediploma.
Diploma
Level

HL
HL
HL
SL
SL
SL
TOK/
Subject Subject Subject Subject Subject Subject
EE

Total
Marks

Excellent

7

7

7

7

7

7

3

45

Very Good

6

6

6

6

6

6

3

39

Good

5

5

5

5

5

5

3

33

Satisfactory

4

4

4

3

3

3

3

24

From the May 2015 session the following failing conditions and associated codes
will replace those in current use.
1. CAS requirements have not been met.
2. Candidate’s total points are fewer than 24.
3. An N has been given for theory of knowledge, extended essay or for acontributing subject.
Failing
conditions

4. A grade E has been awarded for one or both of theory of knowledge and theextended essay.
5. There is a grade 1 awarded in a subject/level.
6. Grade 2 has been awarded three or more times (HL or SL).
7. Grade 3 or below has been awarded four or more times (HL or SL).
8. Candidate has gained fewer than 12 points on HL subjects (for candidates who
register for four HL subjects, the three highest grades count).
9. Candidate has gained fewer than 9 points on SL subjects (candidates who registerfor two SL subjects must gain at least 5 points at SL).

11

SUBJET OUTLINESGROUP 1LANGUAGE A: LANGUAGE AND LITERATURE (ENGLISH, JAPANESE)
Group 1 courses are designed to support future academic study by developing a high social, aesthetic,
and cultural literacy, as well as effective communication skills. While there is significant difference inthe texts presented for study in the three courses, they will clearly overlap somewhat. There is no aim
for each course to define separate territory. Instead, the main difference lies in the different areas offocus each takes. The focus of the language A: language and literature course is directed towards
developing and understanding the constructed nature of meanings generated by language and thefunction of context in this process. Literature and performance allow students to combine literary
analysis with the investigation of the role of performance in our understanding of dramatic literature.
Language A: language and literature comprise four parts—two relate to the study of language and twoto the study of literature.
The study of the texts produced in a language is central to an active engagement with language andculture and, by extension, to how we see and understand the world in which we live. A key aim of thelanguage A: language and literature course are to encourage students to question the meaning
generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous.
Helping students to focus closely on the language of the texts they study and to become aware of therole of each text’s wider context in shaping its meaning is central to the course. The language A:
language and literature course aim to develop in students’ skills of textual analysis and theunderstanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously
related to culturally determined reading practices. The course is designed to be flexible teachers canconstruct it in a way that reflects the interests and concerns that are relevant to their students whiledeveloping in students a range of transferable skills. An understanding of the ways in which formal
elements are used to create meaning in a text is combined with an exploration of how that meaning isaffected by reading practices that are culturally defined and by the circumstances of production andreception.
Distinction between SL and HL
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. In the literature sections the number oftexts prescribed is greater at HL than at SL. In the language sections students are generally expected
to cover many more texts of all kinds at HL than at SL. Two of the assessment tasks at SL aresignificantly easier than the comparable tasks at HL. The first is the paper 1 textual analysis, where SL
students address and analyse only one passage, while HL students make a comparative analysis of two
passages. The second is the written tasks, where HL students must produce four tasks, rather than thethree produced by SL students. Two of these tasks are submitted for external assessment at HL, while
only one is submitted at SL. One of the assessed tasks submitted at HL must be a critical responsethat addresses one of six set questions and requires students to explore the values, attitudes and beliefs
that are implied in the texts they select for this task.

12

SYLLABUS OUTLINE – SL AND HL

13ASSESSMENT OUTLINE—SL

14

ASSESSMENT OUTLINE—HL

15

GROUP 2
LANGUAGE B (ENGLISH, JAPANESE, FRENCH)
Language B is an additional language-learning course designed for students with some previous
learning of that language. It may be studied at either SL or HL. The focus of the course is on language
acquisition and development of language skills. These language skills should be developed throughthe study and use of a range of written and spoken material. Such material will extend from everyday
oral exchanges to literary texts and should be related to the culture(s) concerned. The material should
be chosen to enable students to develop mastery of language skills and intercultural understanding. It
should not be intended solely for the study of specific subject matter or content.
Distinction between SL and HL
Most language B subjects are available at SL and HL. The courses give students the possibility ofreaching a high degree of competence in an additional language while exploring the culture(s) wherethat language is spoken. The courses aim to develop the students’ linguistic competence andintercultural understanding. There is a common syllabus at SL and HL (with literature as an additional
component of the HL course). The differences between levels are determined by the assessment
objectives, the depth and breadth of syllabus coverage, the assessment details, the assessment criteria,
literature coverage and suggested teaching hours.
SYLLABUS OUTLINE

16

ASSESSMENT OUTLINE—SL

17

ASSESSMENT OUTLINE—HL

18

GROUP 3
PSYCHOLOGY
Psychology is the systematic study of behavior and mental processes. Psychology has its roots in boththe natural and social sciences, leading to a variety of research designs and applications, and providing
a unique approach to understanding modern society.
IB psychology examines the interaction of biological, cognitive, and sociocultural influences on humanbehavior, thereby adopting an integrative approach. Understanding how psychological knowledge is
generated, developed, and applied enables students to achieve a greater understanding of themselves
and appreciate the diversity of human behavior. The ethical concerns raised by the methodology andapplication of psychological research are key considerations in IB psychology.
Psychology and the international dimension
IB psychology takes a holistic approach that fosters intercultural understanding and respect. In thecore of the IB psychology course, the biological level of analysis demonstrates what all humans share,
whereas the cognitive and sociocultural levels of analysis reveal the immense diversity of influencesthat produce human behavior and mental processes. Cultural diversity is explored, and students areencouraged to develop empathy for the feelings, needs and lives of others within and outside theirown culture. This empathy contributes to an international understanding.
Distinction between SL and HLBoth SL and HL students are assessed on the syllabus core (levels of analysis) in paper 1. In addition:•

SL students are assessed on their knowledge and comprehension of one option in paper 2,
whereas HL students are assessed on two options•

HL students are assessed on their knowledge and comprehension of qualitative researchmethodology in paper 3 in the internal assessment, the report of a simple experimental study
conducted by HL students requires inferential statistical analysis and a more in‑depth approachthan that required of SL students.

19

SYLLABUS OUTLINE

20

ASSESSMENT OUTLINE – SL

ASSESSMENT OUTLINE –HL

21

BUSINESS MANAGEMENTBusiness management is a rigorous, challenging, and dynamic discipline in the individuals and societies
subject group. This 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 analyses, 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.
Although business management shares many skills and areas of knowledge with other humanities andsocial sciences, it is distinct in several ways. For example, business management is the study ofdecision-making within an organization, wherein business functions, management processes anddecision-making in contemporary contexts of strategic uncertainty are studied. It examines how
business decisions are influenced by factors internal and external to an organization, and how thesedecisions 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 theindividuals and societies subject area: aiming to develop in students an appreciation both for our
individuality and our collective purposes.
Emphasis is placed on strategic decision-making and the operational business functions of humanresource 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 todevelop 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 humanresource management, organizational growth and business strategy, the course aims to developtransferable skills relevant to today’s students. These include the ability to: think critically; makeethically 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.
Distinction between SL and HL
The HL course in business management differs from the SL course in business management in termsof the:••••recommended hours devoted to teaching (240 hours for HL compared to 150 hours for SL)
extra depth and breadth required (extension units for HL)nature of the internal assessment task
nature of the examination questions.

22

SYLLABUS OUTLINE

23

24

ASSESSMENT OUTLINE – SL

25

ASSESSMENT OUTLINE – HL

26

GROUP 4
BIOLOGY
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 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 under way, caused this time byhuman 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.
Distinction between SL and HLGroup 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, acommon internal assessment (IA) scheme and have some overlapping elements in the option studied.
They are presented with a syllabus that encourages the development of certain skills, attributes, andattitudes, as described in the “Assessment objectives” section of the guide.
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. The distinction between SL and HL is one of breadth and depth.

27

SYLLABUS OUTLINE

28

ASSESSMENT OUTLINE—SL

ASSESSMENT OUTLINE—HL

29

PHYSICS
Experience shows that students will be able to study a group 4 science subjects at SL successfully withno background in, or previous knowledge of, science. Their approach to study, characterized by the
specific IB learner profile attributes—inquirers, thinkers, and communicators— will be significant
here. However, for most students considering the study this group subject at HL, while there is nointention to restrict access to group 4 subjects, some previous exposure to the specific group 4 subjects
would be necessary. Specific topic details are not specified but students who have undertaken the IB
Middle Years Programme (MYP) or CBSE or IGCSE science subject would be well prepared. Other
national science qualifications or a school-based science course would also be suitable preparation forstudy of a group 4 subject at HL.
Difference between SL and HLGroup 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, acommon internal assessment (IA) scheme and have some overlapping elements in the options studied.
They are presented with a syllabus that encourages the development of certain skills, attributes, andattitudes, as described in the “Objectives” section of this guide. 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, to study additional topics and to study extension material of a moredemanding nature in the common options. The distinction between SL and HL is one of breadth anddepth.

30

SYLLABUS OUTLINE

31

ASSESSMENT OUTLINE—SL

ASSESSMENT OUTLINE—HL

32

CHEMISTRY
Chemistry is an experimental science that combines academic study with the acquisition of practicaland investigational skills. It is often called the central science, as chemical principles underpin boththe physical environment in which we live and all biological systems. Apart from being a subject
worthy of study, 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.
Earth, water, air and fire are often said to be the four classical elements. They have connections with
Hinduism and Buddhism. The Greek philosopher Plato was the first to call these entities elements.
The study of chemistry has changed dramatically from its origins in the early days of alchemists, who
had as their quest the transmutation of common metals into gold. Although today alchemists are notregarded as being true scientists, modern chemistry has the study of alchemy as its roots. Alchemists
were among the first to develop strict experimentation processes and laboratory techniques. RobertBoyle, often credited with being the father of modern chemistry, began experimenting as an alchemist.
Despite the exciting and extraordinary development of ideas throughout the history of chemistry,certain things have remained unchanged. Observations remain essential at the very core of chemistry,
and this sometimes requires decisions about what to look for. The scientific processes carried out by
the most eminent scientists in the past are the same ones followed by working chemists today and,crucially, are also accessible to students in schools. The body of scientific knowledge has grown andcomplexity, and the tools and skills of theoretical and experimental chemistry 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 link between these fields.
The Diploma Programme chemistry course includes the essential principles of the subject but also,
through selection of an option, allows teachers some flexibility to tailor the course to meet the needsof their students. The course is available at both standard level (SL) and higher level (HL), andtherefore accommodates students who wish to study chemistry as their major subject in higher
education and those who do not.
Difference between SL and HLGroup 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, acommon internal assessment (IA) scheme and have some overlapping elements in the options studied.
They are presented with a syllabus that encourages the development of certain skills, attributes, andattitudes, as described in the “Objectives” section of this guide. 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, to study additional topics and to study extension material of a moredemanding nature in the common options. The distinction between SL and HL is one of breadth anddepth.

SYLLABUS OUTLINE
33

34

ASSESSMENT OUTLINE—SL

ASSESSMENT OUTLINE—HL

35

COMPUTER SCIENCE
Computer science requires an understanding of the fundamental concepts of computational thinking
as well as knowledge of how computers and other digital devices operate.
The Diploma Programme computer science course is engaging, accessible, inspiring, and rigorous. It
has the following characteristics.
•
•
•
•
•

draws on a wide spectrum of knowledge
enables and empowers innovation, exploration, and the acquisition of further knowledge
interacts with and influences cultures, society and how individuals and societies behaveraises ethical issues
is underpinned by computational thinking.

Computational thinking involves the ability to:••••think procedurally, logically, concurrently, abstractly, recursively and think ahead
utilize an experimental and inquiry-based approach to problem-solving
develop algorithms and express them clearlyappreciate how theoretical and practical limitations affect the extent to which problems canbe solved computationally.

During the course the student will develop computational solutions. This will involve the ability to:•••identify a problem or unanswered question
design, prototype and test a proposed solution
liaise with clients to evaluate the success of the proposed solution and make recommendations
for future developments.

Computer science has links with subjects outside of group 4, notably information technology in a
global society (ITGS), but it should be noted that there are clear differences between the subjects.
Distinction between SL and HLWhile the skills and activities of computer science are common to students at both SL and HL,
students at HL are required to study additional topics in the core, a case study and extension materialof a more demanding nature in the option chosen. The distinction between SL and HL is therefore
one of both breadth and depth.
Additionally, the HL course has 240 hours devoted to teaching, compared with 150 hours for the SL
course.
Students at SL and HL in computer science study a common core consisting of:•four topics (system fundamentals; computer organization; networks; and computational
thinking, problem-solving and programming)•

one option (chosen from databases; modelling and simulation; web science; or objectoriented programming)36

•

one piece of internally assessed work, which includes a computational solution.

The HL course has three additional elements:•

three further topics (abstract data structures; resource management; control)•

additional and more demanding content for the option selected•

an additional externally assessed component based on a pre-seen case study of anorganization or scenario; this requires students to research various aspects of the subject—which may include new technical concepts and additional subject content—in greater depth.

Prior learning
Experience shows that students will be able to study computer science at SL successfully with nobackground in, or previous knowledge of, computer science. Their approach to study, characterizedby specific IB learner profile attributes—inquirers, thinkers, and communicators—will be significant
here. Students who have undertaken the IB Middle Years Programme (MYP) or studied a similarcourse prior to commencing the IB Diploma Programme would also be well prepared.
The study of computer science at HL demands a higher level of problem-solving skills and the ability
to understand and manipulate abstract concepts. Although no previous knowledge of computerscience is required, some exposure to programming is desirable.

37

SYLLABUS OUTLINE

38

ASSESSMENT OUTLINE—SL

ASSESSMENT OUTLINE—HL

39

GROUP 5
MATHEMATICS SL
Mathematics has been described as the study of structure, order and relation that has evolved fromthe practices of counting, measuring, and describing objects. Mathematics provides a unique language
to describe, explore and communicate the nature of the world we live in as well as being a constantly
building body of knowledge and truth that is distinctive in its certainty. These two aspects ofmathematics, a discipline that is studied for its intrinsic pleasure and a means to explore andunderstand the world we live in, are both separate yet closely linked.
Mathematics is driven by abstract concepts and generalization. This mathematics is drawn out of ideas
and develops through linking these ideas and developing new ones. These mathematical ideas may
have no immediate practical application. Doing such mathematics is about digging deeper to increase
mathematical knowledge and truth. The new knowledge is presented in the form of theorems thathave been built from axioms and logical mathematical arguments and a theorem is only accepted astrue when it has been proven. The body of knowledge that makes up mathematics is not fixed; it has
grown during human history and is growing at an increasing rate.
The side of mathematics that is based on describing our world and solving practical problems is often
carried out in the context of another area of study. Mathematics is used in a diverse range of disciplines
as both a language and a tool to explore the universe; alongside this its applications include analyzing
trends, making predictions, quantifying risk, exploring relationships and interdependence.
Individual students have different needs, aspirations, interests, and abilities. For this reason, there are
two different subjects in mathematics, each available at SL and HL These courses are designed for
different types of students: those who wish to study mathematics as a subject or to pursue theirinterests in areas related to mathematics, and those who wish to gain understanding and competence
in how mathematics relates to the real world and to other subjects. Each course is designed to meetthe needs of a particular group of students. Mathematics: analysis and approaches and Mathematics:
applications and interpretation are both offered at SL and HL. Therefore, great care should be taken
to select the course and level that is most appropriate for an individual student.
In making this selection, individual students should be advised to consider the following factors:• their own abilities in mathematics and the type of mathematics in which they can be successful• their own interest in mathematics and those areas of the subject that may hold the most interest forthem• their other choices of subjects within the framework of the DP or Career-related Programme (CP)• their academic plans, in particular the subjects they wish to study in the future• their choice of career.
Teachers are expected to assist with the selection process and to offer advice to students.

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 bothtraditionally 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 thestudy 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 and40

approaches have a strong emphasis on the ability to construct, communicate and justify correctmathematical arguments.

Mathematics: analysis and approaches: Distinction between SL and HLStudents who choose Mathematics: analysis and approaches at SL or HL should be comfortable inthe manipulation of algebraic expressions and enjoy the recognition of patterns and understand themathematical generalization of these patterns. Students who wish to take Mathematics: analysis andapproaches at higher level 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 fromsolving challenging problems.
SYLLABUS OUTLINE

41

ASSESSMENT OUTLINE

Mathematics: applications and interpretation

This course recognizes the increasing role that mathematics and technology play in a diverse range offields 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 mathematicalmodels. Mathematics: applications and interpretation will develop mathematical thinking, often in thecontext of a practical problem and using technology to justify conjectures.

Mathematics: applications and interpretation: Distinction between SL and HLStudents 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 andexperience 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.
42

SYLLABUS OUTLINE - SL

43

SYLLABUS OUTLINE - HL

44

ASSESSMENT OUTLINE – SL

ASSESSMENT OUTLINE – HL

45

GROUP 6: ELECTIVES AND PATHWAYS
The IISJ usually allows the students to choose subjects according to their natural academic preferences.
For that different pathway are considered for IB diploma in IB. Usually, group 6 subject is chosenfrom amongst the other groups to enable the students to achieve IB Diploma of their choice. One
sample of IB pathways available for IISJ students is shown below.
Group

Group 3

Liberal Arts Bac.
Language A(HL)
Language B
Humanity 1(HL)Group 4

Science

Group 5Mathematics
Humanity 2(HL)Group 1
Group 2

Group 6

Science Bac.
Language A
Language B
Humanity
Science 1(HL)
Mathematics(HL)
Science 2(HL)

Languages Bac.
Language A(HL)
Language A (HL)

Arts Bac. II
Language
A(HL)
Language B

Humanity

Arts Bac. I
Language A(HL)
Language B
Humanity(HL)

Science

Science

Science: ESS

Mathematics
Language B(HL)

Mathematics
Arts
(HL)

Mathematics
Arts II(HL)

Arts I (HL)The group 3 and group 6 subjects may be offered by online teachers from PAMOJA Education. The
details of course delivery can be accessed at https://pamojaeducation.com/.

46

MANDATORY IB CORE COURSES
THEORY OF KNOWLEDGE (TOK)A key element in the educational philosophy of the IB is the Theory of Knowledge (TOK) course.
The purpose of TOK is to stimulate critical reflection upon the knowledge and experience of students
both within and outside the classroom. The course is ‘philosophical’ in the sense that it encourages
students to acquire a critical awareness of what they and others know through the analysis of concepts,
arguments and value judgments.
During the course, TOK students will consider the role of language, the requirements of logical rigor,
value judgments, ways of knowing (language, sense perception, emotion, reason, imagination, faith,
intuition, memory) and issues of knowledge and truth.
EXTENDED ESSAY (EE)
By the end of November of the second year of the IB Diploma program, students will have completed
a substantial piece of independent work of up to 4,000 words in length with the guidance from asubject teacher and the IB Coordinator. The essay will derive from one of the subjects in the IB
curriculum. The purpose of this exercise is to prepare students for university-level research work andto provide the opportunity for them to follow personal interests in greater depth. These essays aremarked externally by IB examiners. "CREATIVITY ACTIVITY AND SERVICE (CAS)As part of the philosophy of educating the “whole person” the IB Diploma requires that students
actively involve themselves in Creative, Activity, and Service (CAS) activities. Participation in activities
such as community service, drama, band, sports, student council, MUN, charity fund raising, yearbook,as well as many other activities, would satisfy this requirement. Students are expected to a complete a
total of 150 hours over two years, which is evenly balanced among all three areas of creativity, activity
and service. Students will be given a report at the end of each semester to show their activities andhours. Failure to meet CAS requirements means that a student will not receive their IB Diploma.

47