HL/SL Differentiation Diploma Programme HL/SL Differentiation

The Diploma Programme Specialization is encouraged in the Diploma Programme by expecting students to study: three (with the possibility of studying four) subjects at a higher level (HL). This is balanced with a requirement for breadth by expecting students to study: three more subjects at standard level (SL) (or two when four HL subjects are completed).

Language A: Literature Part of the course SL HL Part 1: Works in translation Study of two works in translation from the prescribed literature in translation (PLT) list Study of three works in translation from the prescribed literature in translation (PLT) list Part 2: Detailed study Study of two works, each of a different genre, chosen from the prescribed list of authors (PLA) Study of three works, each of a different genre (one of which must be poetry), chosen from the prescribed list of authors (PLA) Part 3: Literary genres Study of three works of the same genre, chosen from the PLA Study of four works of the same genre, chosen from the PLA Part 4: Options Study of three works freely chosen External Assessment Paper 1: Literary Analysis A literary analysis of a previously unseen passage in response to two guiding questions A literary commentary on a previously unseen passage Internal Assessment Individual Oral Commentary A 10-minute oral commentary based on an extract from one of the works studied in part 2 A 20-minute oral commentary on poetry studied in part 2, followed by a discussion based on one of the other two works studied

Language B Assessments 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. Assessments Ab Initio (typically for students with only 2-3 years language experience) SL HL External Assessment: Written Assignment 200-350 words 300-400 words plus a 150-200 word rationale 500-600 words plus a 150-250 word rationale Paper 2 Section A- One question to be answered from choice of two Section B- One question to be answered from choice of three One writing exercise of 250-400 words from a choice of five One task 250-400 words from choice of five 150-250 words in response to a stimulus text Paper 1 4 texts 5 texts Internal Assessment Part 1- Presentation of visual stimulus Part 2- Follow-up questions on stimulus Part 3- General conversation 8-10 minute oral presentation and discussion

Individuals and Societies History Part of the Course SL HL Syllabus The study of one prescribed subject from a choice of five The study of two world history topics from a choice of twelve The study of three sections from one HL regional option Assessment Paper 1: a source-based paper set on the prescribed subjects Paper 2: An essay paper based on the world history topics Paper 3 HL: an essay paper on one of the four HL regional options Internal assessment (IA): A historical investigation

Sciences: Biology 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 more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth. Core (Both HL and SL) Topic 1: Cell Biology Topic 2: Molecular Biology Topic 3: Genetics Topic 4: Ecology Topic 5: Evolution and biodiversity Topic 6: Human physiology AHL (additional Higher Level) Topic 7: Nucleic acids Topic 8: Metabolism, cell respiration and photosynthesis Topic 9: Plant biology Topic 10: Genetics and evolution Topic 11: Animal physiology Options (Both HL and SL; 25 vs. 15 teaching hours) Option A: Neurobiology and behavior Option B: Biotechnology and bioinformatics Option C: Ecology and conservation Option D: Human physiology

Sciences: Biology External Assessments SL HL Paper 1 30 Questions on core material, about 15 of which are common with HL 40 Questions on core and AHL material, about 15 of which are common with SL Paper 2 *Data-based question. *Short-answer and extended-response questions on core *Answer one of two extended response questions *Use of calculators permitted. *Short-answer and extended-response questions on core and AHL material *Answer two of three extended response questions Paper 3 *Questions on core and options *Section A: answer all questions, two to three questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to core material. *Section B: short-answer and extended-response from one option. *Section A: answer all questions, two to three based on experimental skills and techniques, analysis and evaluation, using unseen data linked to core material.

Sciences: Chemistry Core (Both HL and SL) 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 more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth. Core (Both HL and SL) Topic 1: Stoichiometric relationships Topic 2: Atomic Structure Topic 3: Periodicity Topic 4: Chemical bonding and structure Topic 5: Energetics/thermochemistry Topic 6: Chemical kinetics Topic 7: Equilibrium Topic 8: Acids and bases Topic 9: Redox processes Topic 10: Organic Chemistry Topic 11: Measurement and data processing AHL (additional Higher Level) Topic 12: Atomic Structure Topic 13: The periodic table- the transition metals Topic 14: Chemical bonding and structure Topic 15: Energetics/thermochemistry Topic 16: Chemical kinetics Topic 17: Equilibrium Topic 18: Acids and bases Topic 19: Redox processes Topic 20: Organic Chemistry Topic 21: Measurement and analysis Options (Both HL and SL; 25 vs. 15 teaching hours) Option A: Materials Option B: Biochemistry Option C: Energy Option D: Medicinal chemistry

Sciences: Chemistry External Assessments SL HL Paper 1 30 Questions on core material, about 15 of which are common with HL 40 Questions on core and AHL material, about 15 of which are common with SL Paper 2 *Data-based question. *Short-answer and extended-response questions on core *Answer one of two extended response questions *Use of calculators permitted. *Short-answer and extended-response questions on core and AHL material *Answer two of three extended response questions Paper 3 *Questions on core and options *Section A: one data based question and several short answer on experimental work. *Section B: short-answer and extended-response from one option. *Questions on core, AHL, and options *Section A: one data based question and several short answer questions on experimental work.

Sciences: Physics Options (Both HL and SL; 25 vs. 15 teaching hours) 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 more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth. Core (Both HL and SL) Topic 1: Measurements and uncertainties Topic 2: Mechanics Topic 3: Thermal physics Topic 4: Waves Topic 5: Electricity and magnetism Topic 6: Circular motion and gravitation Topic 7: Atomic, nuclear and participle physics Topic 8: Energy production AHL (additional Higher Level) Topic 9: Wave phenomena Topic 10: Fields Topic 11: Electromagnetic inducation Topic 12: Quantum and nuclear physics Options (Both HL and SL; 25 vs. 15 teaching hours) Option A: Relativity Option B: Engineering physics Option C: Imaging Option D: Astrophysics

Sciences: Physics SL HL Paper 1 30 Questions on core material, about 15 of which are common with HL 40 Questions on core and AHL material, about 15 of which are common with SL Paper 2 *Short-answer and extended-response questions on core *Use of calculators permitted. *Short-answer and extended-response questions on core and AHL Paper 3 *Questions on core and options *Section A: one data based question and several short answer on experimental work. *Section B: short-answer and extended-response from one option. *Questions on core, AHL, and options *Section A: one data based question and several short answer questions on experimental work.

Math Summaries Mathematical Studies SL- Mathematics SL- This course is available only at a standard level, and is equivalent in status to Math SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. Mathematics SL- This course caters to students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration. Mathematics HL- This course caters to students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology.

Mathematics HL Core Topic 1: Algebra Topic 2: Functions and equations Topic 3: Circular functions and trigonometry Topic 4: Vectors Topic 5: Statistics and probability Topic 6: Calculus Options Topic 7: Statistics and probability Topic 8: Sets, relations and groups Topic 9: Calculus Topic 10: Discrete mathematics

Mathematics SL Core Topic 1: Algebra Topic 2: Functions and equations Topic 3: Circular functions and trigonometry Topic 4: Vectors Topic 5: Statistics and probability Topic 6: Calculus

Mathematical Studies SL Topic 1: Number and Algebra Topic 2: Descriptive statistics Topic 3: Logic, sets and probability Topic 4: Statistical applications Topic 5: Geometry and trigonometry Topic 6: Mathematical models Topic 7: Introduction to differential calculus

Psychology Part Three: Qualitative Research Methodology (HL Only) Qualitative research methodologies Part Four: Simple Experimental Study (SL/HL) Introduction to experimental research methodology Part One:Core (Both HL and SL) The biological level of analysis The cognitive level of analysis The sociocultural level of analysis Part Two: Options (SL any one option; HL any two options) Abnormal psychology Developmental psychology Health psychology Psychology of human relationships Sport psychology

Psychology SL HL Topics Studied Core 1-3 Options- 1 chosen of 5 Simple Experimental Study Options- 2 chosen of 5 Qualitative Research Methodology External Assessments Paper 2 Fifteen questions on part 2 of the syllabus. Students choose one question to answer in essay form. Fifteen questions on part 2 of the syllabus. Students choose two questions to answer in Paper 3 Three compulsory questions based on an unseen text, covering part 3 of the syllabus.

MUSIC Musical Perception (Both HL and SL) Standard Level Students choose 1 of the 3 options: Creating Solo Performing Group Performing Higher level students will do Creating and Solo Performing.

Music External Assessment SL HL Internal Assessment Creating Solo Listening Paper Four musical perception questions Section A Students answer one question. Section B Students answer three questions. Five musical perception questions Students answer two questions. Internal Assessment (Students only choose ONE of the following) (Students do both creating and solo) Creating Two pieces of coursework, with recordings and written work Three pieces of coursework, with recordings and written work Solo A recording selected from pieces presented during one or more public performance(s), 15 minutes A recording selected from pieces presented during one or more public performance(s), 20 minutes Group A recording selected from pieces presented during two or more public performances, 20–30 minutes

Communicating visual arts Visual arts in context Visual arts methods Communicating visual arts Theoretical practice Students examine and compare the work of artists from different cultural contexts. Students consider the contexts influencing their own work and the work of others. Students look at different techniques for making art. Students investigate and compare how and why different techniques have evolved and the processes involved. Students explore ways of communicating through visual and written means. Students make artistic choices about how to most effectively communicate knowledge and understanding. Art-making practice Students make art through a process of investigation, thinking critically and experimenting with techniques. Students apply identified techniques to their own developing work. Students experiment with diverse media and explore techniques for making art. Students develop concepts through processes that are informed by skills, techniques and media. Students produce a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media and concept. Curatorial practice Students develop an informed response to work and exhibitions they have seen and experienced. Students begin to formulate personal intentions for creating and displaying their own artworks. Students evaluate how their ongoing work communicates meaning and purpose. Students consider the nature of “exhibition” and think about the process of selection and the potential impact of their work on different audiences. Students select and present resolved works for exhibition. Students explain the ways in which the works are connected. Students discuss how artistic judgments impact the overall presentation.

Visual Arts Throughout the course students are expected to experience working with a variety of different art-making and conceptual forms. SL students should, as a minimum, experience working with at least two art-making forms, each selected from separate columns of the table below. HL students should, as a minimum, experience working with at least three art-making forms, selected from a minimum of two columns of the table below. The examples given are for guidance only and are not intended to represent a definitive list. Two-dimensional forms Three-dimensional forms Lens-based, electronic and screen-based forms Drawing: such as charcoal, pencil, ink Painting: such as acrylic, oil, watercolour Printmaking: such as relief, intaglio, planographic, chine collé Graphics: such as illustration and design Sculpture: such as ceramics, found objects, wood, assemblage Designed objects: such as fashion, architectural, vessels Site specific/ephemeral: such as land art, installation, mural Textiles: such as fibre, weaving, printed fabric Time-based and sequential art: such as animation, graphic novel, storyboard Lens media: such as still, moving, montage Digital/screen based: such as vector graphics, software generated

Visual Arts External Assessment SL HL Comparative Study SL students submit 10–15 screens which examine and compare at least three artworks, at least two of which should be by different artists. The work selected for comparison and analysis should come from contrasting contexts (local, national, international and/or intercultural). HL students submit 10–15 screens which examine and compare at least three artworks, at least two of which need to be by different artists. The works selected for comparison and analysis should come from contrasting contexts (local, national, international and/or intercultural). HL students submit 3–5 screens which analyse the extent to which their work and practices have been influenced by the art and artists examined. Process Portfolio SL students submit 9–18 screens which evidence their sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities. For SL students the submitted work must be in at least two art-making forms, each from separate columns of the art-making forms table. HL students submit 13–25 screens which evidence their sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities. For HL students the submitted work must have been created in at least three art-making forms, selected from a minimum of two columns of the art-making forms table. Internal Assessment Exhibition SL students submit a curatorial rationale that does not exceed 400 words. SL students submit 4–7 artworks. SL students submit exhibition text (stating the title, medium, size and intention) for each selected artwork. HL students submit a curatorial rationale that does not exceed 700 words. HL students submit 8–11 artworks. HL students submit exhibition text (stating the title, medium, size and intention) for each selected artwork.