All students will study microeconomics and macroeconomics in Year 12, followed by international and development economics in Year 13. Key topics in microeconomics include supply and demand, market failure and government intervention. Macroeconomics focuses on the economy as a whole and issues such as inflation, economic growth and unemployment. In international economics students will investigate reasons for trade, factors affecting exchange rate and the balance of payments. Development economics gives students the opportunity to investigate developing economies of their choice and find out about some of the drivers for development as well as the restrictions on development.
Higher Level
In addition to the standard level topics, higher level students will also study theory of the firm. This involves looking at different types of market structures such as perfect competition and monopoly. Higher level students will need to be able to represent a number of economic concepts using equations (their ability to do this will be tested in Paper 3, there is no Paper 3 for standard level students).
How will I be assessed?
Standard Level
• Paper 1 - Essay question on all aspects of Economics (30%)
• Paper 2 – Data response question on all aspects of Economics (40%)
• Internal assessment – This comprises three written commentaries (30%)
Higher Level
• Paper 1 – Essay question on all aspects of Economics (20%)
• Paper 2 – Data response question on all aspects of Economics (30%)
• Paper 3 – Policy reponse questions using qualitative and quantitive skills (30%)
• Internal Assessment – This comprises three written commentaries (20%)
Where will this course lead me?
Economics enables students to develop skills of evaluation, independent research and critical thinking which can lead to a very wide variety of university courses and careers.
Geography
Standard and Higher Level
What will I study?
Standard and Higher Level
All students will study the content below.
Core Themes: Geographic perspectives - global change
• Population distribution – change and possibilities
• Global climate – vulnerability and resilience
• Global change in resource consumption, security and stewardship
Geographical Themes (two of the following if Standard Level three of the following if Higher Level)
• Freshwater
• Oceans and their coastal margins
• Extreme environments
• Geophysical hazards
• Leisure, tourism and sport
• Food and health
• Urban environments
Fieldwork (Internal Assessment)
• A written report based on a fieldwork question. Students will be given an opportunity to collect primary data in the field, they will need to analyse interpret and evaluate their data.
Additional Higher Level Topics
• Places, power and networks
• Development and diversity
• Global risks and resilience
How will I be assessed?
Standard Level
• Paper 1 – Written paper covering the optional Geographical themes. (35%)
• Paper 2 – Short answer and essay questions covering the core themes. (40%)
• Internal Assessment – a written report based on the fieldwork. (25%)
Higher Level
• Paper 1 – Written paper covering the optional Geographical themes. (35%)
• Paper 2 – Short answer and essay questions covering the core themes. (25%)
• Paper 3 – Essay questions on the extension topics (20%)
• Internal Assessment – a written report based on the fieldwork (20%)
Where will this course lead me?
Geography opens the door to a wide variety of careers and further studies. These include:
• The Physical Environment: managing risks from natural hazards; pollution monitoring & prevention; planning coastal defences; geology; meteorology.
• The built environment: spatial planning; surveying; urban regeneration; sustainable finance.
• Geographical Information Systems (GIS): cartography; hydrology; logistics; national security.
• Business: corporate social responsibility; resource management; strategic relations.
• Government & Development: policy advisor; development coordinator; disaster relief; education.
History
Standard and Higher Level
What will I study?
The History curriculum is changing in 2026. The specifics of the subject content will be communicated to schools by the IB later this year and then we will be able to offer students more guidance about the content of the new course. The new curriculum will involve the following themes:
All students (Standard and Higher Level) will study:
1. A focused study: the school will select one of the following themes to study through investigating two paired case studies. The themes are: independence and identity; political and economic transitions; conflict and displacement; climate and innovation; protest and change.
2. A thematic study: the school will select one of the following themes to study through a variety of world history events. The themes are: conflict (from 750CE); innovation and transformation (from 750CE); authoritarian rule (from 1750CE); popular movements (from 1770CE).
3. Historical Investigation: students investigate a historical topic of their choice. They formulate an inquiry question, identify and choose sources, synthesize information and evaluate sources to produce a response.
Higher Level students
In addition to the focused study, thematic study and historical investigation; higher level students also learn about two studies from a region of the world. The school will select one of the following regions to select two studies from: Africa and the Middle East; the Americas; Asia and Oceania; Europe.
How will I be assessed?
Standard Level
• Paper 1: This is a source based exam on the focused study selected by the school. (30%)
• Paper 2: In this exam, students will utilise their
knowledge from the thematic study selected by the school. Their knowledge from the thematic study will be used to answer two shorter answer questions and an essay. (40%)
• Internal Assessment: This is an internally assessed and externally moderated piece of work completed by students on their individual historical investigation. (30%)
Higher Level
• Paper 1: This is a source based exam on the focused study selected by the school. (20%)
• Paper 2: In this exam, students will utilise their knowledge from the thematic study selected by the school. Their knowledge from the thematic study will be used to answer two shorter answer questions and an essay. (25%)
• Paper 3: This exam is based on the additional content for higher level students on a world region and comprises of two essay questions. (35%)
• Internal Assessment: This is an internally assessed and externally moderated piece of work completed by students on their individual historical investigation. (20%)
Where will this course lead me?
The DP History course encourages students to engage with diverse perspectives and evaluate evidence to reach their own judgements. As a world history course, it is grounded in a variety of global, regional and national themes and helps promote a wider understanding of individuals and communities. A qualification in History is an excellent foundation for careers which benefit from skills honed in the study of history such as evaluating and analysing evidence and reaching supported judgements. It is therefore beneficial for a wideranging variety of further study and careers such as law, journalism, international relations, the civil service, the diplomatic service as well as business and banking. It is also popular with Science and Engineering courses as History allows these students to demonstrate a wider and attractive portfolio of skills and qualifications. There are also, of course, specifically related History careers such as museum work, archiving or Archaeology.
Psychology
Standard and Higher Level
What will I study?
All students will develop knowledge and understanding of psychological concepts, content and contexts used to investigate human behavior. Students will learn the theories underlying the biological, cognitive and socio-cultural approaches, and the research methods. They will apply these theories to the fields of health and wellbeing, human development, human relationships, and learning and cognition. Standard Level and Higher Level students will create a research proposal on a topic of interest for their Internal Assessment.
Standard Level
Students will learn key concepts, content, and contexts while conducting a minimum of four class practicals to apply their knowledge.
Higher Level
In addition to the standard level topics and skills, students will study the role of culture, motivation and technology in shaping human behaviour.
How will I be assessed?
Standard Level
• Paper 1 – Exam focus: integration of the concepts, content and contexts. Students answer four short answer questions and two essay questions. (35%)
• Paper 2 – Exam focus: applying concepts and content to research contexts. Students answer four questions on their class practicals and one essay question. (35%)
• Internal Assessment – Research proposal. (30%)
Higher Level
• Paper 1 – Exam focus: integration of the concepts, content and contexts. Students answer four short answer questions and two essay questions. (25%)
• Paper 2 – Exam focus: applying concepts and content to research contexts. Students answer four questions on their class practicals and one essay question. (25%)
• Paper 3 – Exam focus: data analysis and interpretation of research data. Students answer four source-based questions with qualitative and quantitative findings. (30%)
• Internal Assessment – Research proposal. (20%)
Where will this course lead me?
Psychology is an extremely popular subject at degree level, and as such, university places can be highly competitive. As a modern discipline, its reputation as an academic subject is growing.
Students can use their knowledge of psychology to help them understand human behaviour relevant to a wide range of university courses and their own, everyday life.
Students may choose to study and work in the field of psychology, including clinical psychology, educational psychology, cognitive Sciences, organizational psychology and human resources management, cultural psychology, neuroscience and research. Students may also use psychological knowledge and skills to pursue studies in the medical field (i.e. psychiatry, dietetics), law, international mediation, marketing, design (interior, fashion, web), business, and teaching.
Chemistry
Standard and Higher Level
What will I study?
All students cover the core material across 7 themes
1. Models of the particulate nature of matter
2. Models of bonding and structure
3. Classification of matter
4. What drives chemical reactions?
5. How much, how fast and how far?
6. What are the mechanisms of chemical change?
7. Experimental programme
How will I be assessed?
The intention of the assessment in this course is to fulfil the following learning objectives: the ability to demonstrate knowledge and understanding of the course content; apply knowledge; analyse and evaluate practical work; demonstrate the appropriate research; experimental; and personal skills necessary to carry out insightful and ethical investigations.
Standard Level
• Paper 1 –Multiple-choice questions and Databased questions (36%).
• Paper 2 – Short-answer and extended-response questions (44%).
All students will complete a Group 4 project which is undertaken jointly with the other Group 4 subjects.
Where will this course lead me?
Whilst many job opportunities specifically using chemistry require higher qualifications, most laboratory- based jobs benefit from a chemistry qualification, for instance dental assistant or veterinary assistant. Many employers view success at IB DP chemistry as a clear indication of sound academic ability. Examples of chemistry-related areas of employment include medicine, dentistry, forensic science and toxicology, pharmacology, chemical engineering.
Computer Science
Standard and Higher Level
What will I study?
The IB DP Computer Science course requires an understanding of the fundamental concepts of computational thinking, as well as how computers and digital devices operate. The curriculum is structured around two key themes:
• Theme A: Concepts of Computer Science: This theme covers the theoretical aspects of the subject, including computer fundamentals, networks, databases, and machine learning.
• Theme B: Computational Thinking and Problem-solving: This theme focuses on practical programming skills. The course is assessed in Python and emphasizes Object-Oriented Programming and Abstract Data Types.
Course Structure
The aims of the course are to:
• Build resilience in programming solutions.
• Develop knowledge of the fundamentals of hardware and software.
• Apply knowledge and skills to existing problems
• Manage product development over the entire software development lifecycle.
Core Syllabus Content
Both SL and HL students will study all of the following topics, with HL students going into more depth in each.
Theme A: Concepts of Computer Science
• Topic A1: Computer Fundamentals
• Topic A2: Networks
• Topic A3: Databases
• Topic A4: Machine Learning
Theme B: Computational Thinking and Problem-solving
• Topic B1: Computational Thinking
• Topic B2: Programming
• Topic B3: Object-Oriented Programming
• Topic B4: Abstract Data Types
Case study
Additional subject content introduced by the annually issued case study.
Internal Assessment (IA)
Practical application of programming skills through the development of a product and associated documentation. The requirement of the internal assessment is to develop a solution for a specified client to a specified problem or an unanswered question. The solution is assessed using following criteria.
• Planning
• Solution overview
• Development
• Functionality and extensibility of product Evaluation
How will I be assessed?
• Paper 1: This paper covers Theme A and includes questions on a case study. (40% HL, 35% SL)
• Paper 2: This paper focuses entirely on programming and problem-solving skills from Theme B. (40% HL, 35% SL)
• Internal Assessment : A written commentary on a programming solution developed in consultation with a client need. (20% HL, 30% SL)
Where will this course lead me?
Computer Science can lead to a wide range of job opportunities including software engineering, data analysis, artificial intelligence, and app and web development. Computer Science skills are in high demand in a wide range of sectors including the sciences, engineering, business and healthcare.
Design and Technology
Standard and Higher Level
What will I study?
The Standard Level course includes; Human Factor and Ergonomics, Resource Management and Sustainable Production, Modelling, Raw Material to Final Product, Innovation and Design and User-Centred Design (UCD).
The Higher Level course incorporates the Standard Level topics and looks at the wider impact of Design and Technology manufacturing techniques, sustainability, innovation and markets and commercial production, electronics and mechanical systems.
How will I be assessed?
Standard Level
• Paper 1 – This paper tests the students on the content of the core theory work using multiple choice questions as a framework. (20%)
• Paper 2 – This paper tests the students on the content of the theory work using data-based questioning and several short-answer questions as well as an extended response question, all questions are based on the core material. (40%)
• Internal Assessment – Final design project. This design project allows students to demonstrate their investigative, analytical, design thinking, design development, prototyping, testing and evaluation skills and mirrors the design processes used across the various industries that integrate design practice. (40%)
Higher Level
• Paper 1 – This paper tests the students on the content of the core theory work using multiple choice questions as a framework. (25%)
• Paper 2 – This paper tests the students on the content of the theory work using data-based questioning and several short-answer questions as well as an extended response question, all questions are based on the core material. (45%)
• Internal Assessment – Final design project. This design project allows students to demonstrate their skills in investigation, analysis, design thinking, design development, prototyping, testing, and evaluation, mirroring the design processes used across various industries that integrate design practices. (30%)
All students must also complete the Group 4 project undertaken jointly with the other subjects.
Where will this course lead me?
This course will lead students into a range of designbased opportunities, including product, industrial, fashion and interior design. It will also provide students with the key skills required for careers in architecture, engineering, marketing and business.
Physics
Standard and Higher Level
What will I study?
All students cover the core material across 6 themes:
• Space, time and motion
• The particulate nature of matter
• Wave behaviour
• Fields
• Nuclear and quantum physics
• Experimental programme
How will I be assessed?
Standard Level
• Paper 1 – Multiple choice questions and data based questions. (36%)
• Paper 2 – Short-answer and extended-response questions. (44%)
All students will complete the Collaborative Sciences Project (CSP), which is undertaken jointly with other Group 4 subjects.
Where will this course lead me?
Having IB Physics as part of your IB programme will support your applications for all subjects at universities. This is because it shows that you have problem solving skills, mathematical skills and communication skills. It can directly lead you to courses in Engineering, Mathematics, Physics and Astrophysics, Architecture and the other sciences.
Sports, Exercise & Health Science
Standard and Higher Level
What will I study?
Sport, Exercise and Health Science (SEHS) is primarily concerned with the scientific study of human physiology, biomechanics and psychology. These themes are distinct, but also share many overlapping features; studying the similarities and connections between them is a central component of the course.
A. Exercise physiology and nutrition of the human body
A.1 Communication
A.2 Hydration and nutrition
A.3 Response
B. Biomechanics
B.1 Generating movement in the body
B.2 Forces, motion and movement
B.3 Injury
C. Sports psychology and motor learning
C.1 Individual differences
C.2 Motor learning
C.3 Motivation
C.4 Stress and coping
C.5 Psychological skills
How will I be assessed?
• Paper 1 (36% of final mark) includes multiple choice questions on the syllabus and short answer data analysis questions that provide an opportunity to assess some of the experimental skills and techniques.
• Paper 2 (40% of final mark) includes short-answer and extended-response questions of intertwining skills, concepts and understandings placed into a suitable sports, exercise, and health science context.
• Internal Assessment (24% of final mark) The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report.
Higher Level
The higher level includes more in-depth study in each of the course components. It is assessed in the same proportions as standard level with longer exams to allow time for the extra content learned throughout the course to be assessed.
All students will complete the Collaborative Sciences Project (CSP), which is undertaken jointly with other Group 4 subjects.
Where will this course lead me?
SEHS enables students to engage constructively with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond. The worldwide growth of employment in sport, exercise and health-related jobs over the last four decades has been significant and exponential. This course is an excellent foundation for anyone considering a career in sports science or performance-related analysis, but also for those interested in nutrition, physiotherapy, biomedical sciences, health and fitness and the leisure industry.
Mathematics
Standard and Higher Level
What will I study?
There are 3 courses offered by the Mathematics Department.
• Higher Level Analysis and Approaches
• Standard Level Analysis and Approaches
• Standard Level Application and Interpretation
All of the courses develop core skills in algebra, functions, geometry, statistics, and calculus. They aim to build logical thinking, problem-solving, and the ability to apply mathematics in different contexts. They all prepare students for further study, just with different emphases and depth.
Analysis and Approaches - Higher Level
This is the most advanced course, focused on algebra, calculus, and abstract problem-solving. It’s best for students aiming for mathematics-heavy degrees like engineering, physics, or computer science.
Analysis and Approaches - Standard Level
AA-SL covers similar content to AA-HL but with less depth. It suits students who are strong in math but don’t need it at the highest level for their future studies, like in economics or biology.
Applications and Interpretation - Standard Level
AI-SL emphasizes real-world mathematics, data, and technology. It’s ideal for students interested in areas like the social sciences, design, or business, and who prefer practical over theoretical mathematics.
How will I be assessed?
Higher Level Analysis and Approaches
• Paper 1 – Short and extended response questions based on the syllabus. No technology is allowed for this paper. (30%)
• Paper 2 – Short and extended response questions based on the syllabus. Technology is allowed. (30%)
• Paper 3 – This paper comprises two compulsory extended-response problem-solving questions. (20%)
• Internal Assessment – an extended piece of work based on an area of individual interest. (20%)
Standard Level Analysis and Approaches
• Paper 1 – Short and extended response questions based on the syllabus. No technology is allowed for this paper. (40%)
• Paper 2 – Short and extended response questions based on the syllabus. Technology is allowed. (40%)
• Internal Assessment – an extended piece of work based on an area of individual interest. (20%)
Standard Level Application and Interpretation
• Paper 1 – Short response questions based on the syllabus. Technology is allowed. (40%)
• Paper 2 – Extended response questions based on the syllabus. Technology is allowed. (40%)
• Internal Assessment – an extended piece of work based on an area of individual interest. (20%)
Where will this course lead me?
Mathematics is a useful subject for many different areas of study and future work.
When choosing an IB Mathematics course, students should ensure that the selected course will help them in their future study, whilst fully appreciating the varying degree of complexity of the 3 available options.
Music
Standard and Higher Level
What will I study?
The IB Music curriculum is holistic and integrated. Throughout the course, students embody three roles: the researcher, the creator and the performer. In these roles, they inquire, create, perform and reflect on the course’s three musical processes.
• Exploring music in context
• Experimenting with music
• Presenting music
This means students and teachers now have the agency to personalise unique approaches to musical forms, genres and pieces. A framework of Areas of Inquiry and Contexts (as detailed below) has been devised to ensure that musical engagement during the course has sufficient diversity and breadth.
• Music for sociocultural and political expression – Examples may include protest songs, liturgical music, national anthems.
• Music for listening and performance – Examples may include chamber music of the Western art tradition, cool jazz, experimental music.
• Music for dramatic impact, movement and entertainment – Examples may include music for film, ballet or musical theatre.
• Music technology in the electronic and digital age – Examples may include electronic dance music, technology in popular music production.
How will I be assessed?
Standard Level
There are three areas of assessment.
• Exploring music in context – Students submit a portfolio of work, based on their own research, and including some composition and performance. This is assessed externally. (30%)
• Experimenting with music – Students submit an experimentation report with evidence of their musical processes in creating and performing focused through at least two areas of inquiry in a local and/or global context. This is assessed internally. (30%)
• Presenting music – Students submit a collection of works which demonstrate engagement with diverse musical material from the four areas of inquiry. This is assessed externally. (40%)
Higher Level
There are four areas of assessment.
• Exploring music in context (20%)
• Experimenting with music (20%)
• Presenting music (30%)
• The contemporary music-maker – Students submit a continuous multimedia presentation documenting their real-life project. This is assessed internally. (30%)
Where will this course lead me?
Music can lead to a career in performing, composing, conducting or teaching. Music can also lead to careers in the recording industry, publishing, arts management and the media.
Visual Arts
Standard and Higher Level
What will I study?
Your studies over the two years allow you to explore very individual and personal topics. Choices of topic leads to the development of outcomes during the course that are exhibited as a cohesive body of work. You can select areas that interest you and that could lead on to future study Post 18. These can range from decorative arts, design and architecture, to sociopolitical analysis and self-reflection.
The IB Visual Arts course encourages you to challenge your own creative and cultural expectations and boundaries. It is a thought-provoking course in which you 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, you 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 study Visual Arts in higher education and for those seeking lifelong enrichment through Visual Arts.
How will I be assessed?
There are 3 areas of assessment, there will be differentiation between HL and SL, especially in the depth and independence required for the Artist Project at HL.
SL (40%) / HL (30%) You will present visual and written evidence of your personal investigations, creative strategies, and critical reflections, structured around one or more lines of inquiry. This will include focused, experimental, developmental, observational, skill-based, reflective, imaginative, and creative experiments which may have led to refined outcomes.
Connecting & Projecting (External Assessment)
SL only: Connections Study (20%)
The connections study is worth 20% for this study the you will chose one resolved Art work and situate. You will situate it in relation to yourself and your audience. You will connect your work to the work of two other artists. You will also show the understanding of the cultural significance of your two connected art works.
HL only: Artist Project (30%)
You will conceive, develop, create, contextualize, and evaluate a new, stand-alone artwork or project. Requires a multi-screen PDF (proposal, connections, dialogues, evaluation, future development) and a short video (max 3 min) showing the project in context.
Resolved Artworks (Internal Assessment )
SL: Resolved Artworks (40%)
You will create and submit five resolved artworks. Include a rationale explaining artistic intentions and coherence.
HL: Selected Resolved Artworks (40%)
You will create and submit five selected resolved artworks from a wider body of at least eight pieces. Include a rationale and five artwork texts critically analysing and situating each piece. Emphasis on the process of selection and justification, with deeper contextual analysis.
Where will this course lead me?
The IB course helps to support you moving into Post 18 studies. You can tailor the practical nature of your studies to suit any further study beyond Y13. This supports any application that needs a portfolio of work.
The course also helps those moving on to any future area of study where key skills are enhanced, including creativity, critical thinking and problem solving.
Many of our students go on to study Creative Arts related subjects including Architecture, Animation, Graphic Design, Fashion Design, Illustration, Interior Designer, and 3D Design amongst others.
Business (BTEC)
What will I study?
The BTEC International Level 3 Diploma is the equivalent of two A levels and forms the majority of the taught aspect of the IBCP. In addition to the BTEC, IBCP students choose two diploma subjects and follow the IBCP core programme.
The BTEC Business qualification is designed to provide a high specialist, work related qualification. It gives learners the knowledge, understand and skills that they need to prepare for higher education and employment.
During the two-year course students will study a variety of Business topics. There are five compulsory units that all students must study, which include investigation on the Business Environment, Marketing, Finance, Event Management and Business Decision Making.
The units are supported by a number of optional units that cover a range of topics including law, promotion, international business and business ethics. In total, Diploma students will need to complete nine units. We aim to work closely with a range of businesses to support the content of these units, and over the past few years the BSN has enjoyed collaborations with a range of organisations, including Jamie’s Italian, Asics, Van der Valk and IKEA.
How will I be assessed?
BTEC courses are based on continuous assessment rather than the traditional external examination style of assessment. There are no final exams, however some assessments are to be completed under controlled conditions. These assessments vary from written assignments to presentations and practical activities.
All assignments receive a summative grade of Pass, Merit or Distinction, which are then collated into an overall grade for the qualification at the end of the course.
Where will this course lead me?
This qualification can lead to further studies, employment or apprenticeships. Widely recognised within the higher education system across many countries, there is a vast array of Business courses supporting further study. Business is often combined with other subjects, such as Languages and Sport, presenting an ideal foundation for business careers. Alternatively, students may choose to follow a different career path in areas such as Law, Accountancy, Hospitality or Sports Management. It is important to investigate the specific requirements of the intended destination and programme of study.
