IB Curriculum

Felsted pupils have a wide choice of subjects. However, within the Diploma, they must include two Languages, a Science, a Humanity and some Maths.

Languages can be studied at one of three levels:

1. Language A is normally the pupil’s native language. There are various options: in German, for example, Language A is a Literature course; in English, Language A is a Language and Literature course. There is also Language A Self-Study, for pupils whose native language is not one which Felsted teaches. Self-study may only be taken at Standard Level.

2. Language B is designed to be the study of a foreign language. In consequence, much of the course consists in developing language skills, and learning about the culture of the country whose language is being studied. It should not normally be taken by a native speaker of that language.

3. Ab Initio is designed for those who wish to start a new language. ‘Ab Initio’ courses are designed specifically for pupils with little or no experience of the language in question.

Maths may be studied at Higher or Standard level. There are two different courses available: Analysis and Approaches or Applications and Interpretation.

Sciences include Sports, Exercise and Health Science and Design Technology, alongside the traditional Biology, Physics and Chemistry. It should be noted that the IB Diploma programme does not allow for a pupil to follow three science subjects.

The other subjects offered cover a range of Humanities and Arts which can be taken in any combination provided there are sufficient pupils to form a viable set, and provided that one of the subjects is a Humanity. Very occasionally, it may be possible to follow a course outside normal lesson time.

See the full list of IB subjects on our subject guide page.

 

The Core is what sets the IBDP apart from other courses. All IB pupils must complete the following three core elements:

1. An Extended Essay (EE)
2. Theory of Knowledge (ToK)
3. Creativity, Activity, Service (CAS)

Extended Essay:

Pupils write an essay of 4,000 words on a topic of their choice. Normally this would be undertaken in one of the subjects they are studying, but it must be something beyond the bounds of the syllabus. Although they are supervised by a teacher, the EE is largely their own work.

The Extended Essay offers IB pupils the opportunity to develop their research skills by embarking on a project of their own. With support from a supervisor, they choose a topic to investigate, usually in one of the disciplines they are studying already, but going beyond the bounds of the syllabus, and produce a formal essay of 4,000 words for external assessment. This is a skill which really impresses universities!

The bulk of the work for the extended essay is done during the Summer Holidays in Lower Sixth, with a view to completing the essay by the start of November.

Theory of Knowledge:

A mixture of philosophy and critical thinking. Pupils are invited to explore connections between the various subjects they are studying, and to consider the key question, ‘How do I know what I know?’ ToK is assessed via an essay and a written exhibition piece.

The TOK curriculum is made up of three deeply interconnected parts and is delivered by a team of teachers.

• The core theme – Knowledge and the knower: This theme encourages students to reflect on themselves as knowers and thinkers, and to consider the different communities of knowers to which we belong.

• Areas of knowledge: The areas of knowledge (AOK) are specific branches of knowledge, each of which can be seen to have a distinct nature and sometimes use different methods of gaining knowledge. In TOK, students explore five compulsory areas of knowledge: history; the human sciences; the natural sciences; mathematics; and the arts.

• Optional themes: This element provides an opportunity to take a more in-depth look at two themes of particular interest. The given themes all have a significant impact on the world today and play a key role in shaping people’s perspectives and identities. Teachers select two optional themes from a choice of five: knowledge and technology; knowledge and language; knowledge and politics; knowledge and religion; and knowledge and indigenous societies

Creativity, Activity and Service:

It is expected that IB pupils will develop outside the classroom. They must undertake something creative, do something active, and show some element of service in the course of the two years. They must keep a reflective journal showing what they have done and how they feel about it. Although there are no Diploma points for CAS, failure to complete this part of the Programme is a failing condition.

As detailed in the introduction, the IB Diploma includes the compulsory element of CAS. Pupils complete activities focused on creativity, activity and service, and produce a reflective diary which is submitted for assessment. CAS activities can be carried out during the holidays as well as at school, and pupils are encouraged to challenge themselves by doing something they have not tried before e.g. learning a new instrument, bungee-jumping, working in a Day Centre… the possibilities are endless, and really help pupils to develop a rounded personality by broadening their experience.

Assessment: 

One exhibition piece is normally completed by the end of the Lower Sixth year, and one essay is normally completed by February in the Upper Sixth year.  

Together with the Extended Essay, ToK can earn the candidate up to 3 Diploma Points. More importantly, failure to produce work in ToK, or producing work of an unacceptable standard is a failing condition of the Diploma, regardless of how many points have been scored elsewhere.

This table shows the relationship between ToK, the Extended Essay and Diploma Points.
 

IB Subject Choices

One option should be selected from each group (3 at Higher Level (HL) and 3 at Standard Level (SL). This is in addition to the Core: EE (Extended Essay), CAS (Creativity, Activity, Service) and Theory of Knowledge (ToK). Please refer to the notes below when choosing.

Notes:

We reserve the right to withdraw a course if fewer than five students wish to take it.

The option blocks align with the IB criteria – the electives available in column six are based on the most popular options in previous years.

*Please note these subjects are only allowed as electives for the German, Austrian and Swiss University systems.

**If you wish to take a different Science, Language or Humanities subject as an elective please indicate this on your option form but we cannot guarantee availability.

Some University courses have specific subject or level requirements, we are very happy to offer advice but you should also check directly with Universities.

See the full list of IB subjects on our subject guide page.

Assessment:

Although most subjects have an element of coursework in them, assessment is mainly by terminal examinations, sat in May of the Upper Sixth year. There are no external examinations in the first year, giving pupils more time to study free from exam pressure. Furthermore, the publication of results early in July gives IB pupils a head start when pursuing their university places or future careers.

Marking:

Each main subject is awarded points, up to a maximum of 7. A further 3 points is added for Theory of Knowledge and the Extended Essay, giving a possible total of 45. (This maximum is achieved annually by only a handful of pupils worldwide).

Although it is not always possible to give an exact equivalence between Diploma Points and A Level grades, here is some guidance: at Higher Level, 7 points is seen as equivalent to an A* at A Level, 6 as A/A* borderline, 5 as A. At Standard Level, which is sometimes seen as being between AS and A2 level, a 7 is regarded as equivalent to an A, a 6 as a B and a 5 as borderline B/C. So a pupil who achieves a 6 in all 6 subjects could be seen as equivalent to someone with 2 A*, 2 A and 2 B grades. However such comparisons are invidious, since they do not take into account the core, nor recognise that the two courses are fundamentally different; A Levels are effectively a qualification, whereas the IB Diploma is more of a preparation.
 

Typically, 33 or 34 points are seen as equivalent to a standard AAB or ABB offer from a university. Most Russell Group universities are currently asking for between 32 and 37 points for access to most courses; Oxbridge offers generally range from 39-41 points. If you intend to study abroad, often it is enough simply to have followed the Diploma Programme, and a ‘pass’ is likely to gain you acceptance at many prestigious universities in Europe, Asia and America, although American universities will probably require you to take their own SATS tests in addition to either A Levels or IB.

 

The aim of all IB programmes is to develop internationally minded learners who strive to be:

Pupils study six subjects, of which at least three are taken at Higher Level and the others at Standard Level. They also must complete the ‘Core’. This gives a broad knowledge base and the ability to choose an almost infinite number of career paths.

The Diploma offers specialism as well as breadth – the range of combinations is staggering.

Subject Choices for possible career paths: