2. HL/SL Differentiation
Diploma Programme
HL/SL Differentiation

3. 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).

4. 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

5. 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
words
words plus a word rationale
words plus a 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 words from a choice of five
One task words from choice of five
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

6. 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

7. 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

8. 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.

9. 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

10. 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.

11. 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

12. 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.

13. Sciences: 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. The interdisciplinary nature of the course requires a broad skill set from students and includes the ability to perform research and investigations and to participate in philosophical discussion. The course requires a systems approach to environmental understanding and problem-solving, and promotes holistic thinking about environmental issues. It is recognized that to understand the environmental issues of the 21st century and suggest suitable management solutions, both the human and environmental aspects must be understood. Students should be encouraged to develop solutions from a personal to a community and to a global scale.
Core content
Topic 1—Foundations of environmental systems and societies
Topic 2—Ecosystems and ecology
Topic 3—Biodiversity and conservation
Topic 4—Water and aquatic food production systems and societies
Topic 5—Soil systems and terrestrial food production systems and societies
Topic 6—Atmospheric systems and societies
Topic 7—Climate change and energy production
Topic 8—Human systems and resource use
Practical scheme of work
Practical activities
Individual investigation

14. Sciences: Environmental Systems and SocietiesSL
Paper 1
Case Study
Paper 2
Short Answer and Structured Essay
Internal Assessment/
Individual Investigation
The internal assessment investigation consists of:
identifying an ESS issue and focusing on one of its specific aspects
developing methodologies to generate data that are analysed to produce knowledge and understanding of this focused aspect
applying the outcomes of the focused investigation to provide understanding or solutions in the broader ESS context.

15. 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.

16. 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

17. 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

18. 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

19. 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

20. 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.

21. 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.

22. 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

23. 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.

24. 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

25. 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.