International Baccalaureate Diploma Programme (IBDP)
Subjects Offered
Subjects Offered
IB Diploma Programme students study six courses at higher level (HL) or standard level (SL). In general, students must choose 6 subjects, i.e. one subject from each one of the six subject groups, ensuring a breadth of experiences in languages, social studies, the experimental sciences, fine arts and mathematics.
The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5.
At least three and not more than four subjects are taken at higher level (recommended 240 teaching hours), and the remaining at standard level (150 teaching hours)
Click here to download the International Baccalaureate Diploma Programme subject combinations offered for the July 2013 intake at Taylor's College, Sri Hartamas Campus.
The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5.
At least three and not more than four subjects are taken at higher level (recommended 240 teaching hours), and the remaining at standard level (150 teaching hours)
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| Group 1 & 2 STUDIES IN LANGUAGE & LITERATURE AND LANGUAGE ACQUISITION Students select two languages; one from Group 1 and an additional language from Group 2. Group 1 is for the students' best language and the course is literature based; Group 2 is designed for students learning the language up to near native level.
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| Group 3 INDIVIDUALS & SOCIETIES
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| Group 4 EXPERIMENTAL SCIENCES
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| Group 5 MATHEMATICS
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| Group 6 THE ARTS
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Click here to download the International Baccalaureate Diploma Programme subject combinations offered for the July 2013 intake at Taylor's College, Sri Hartamas Campus.
Subject Outline
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Group 1 : English A: Literature
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The Language A programme is a pre-university course that comprises of literary works written in English and works translated into English. The purpose of this course is to expose students to various conceptions, interpretations and experiences of the world. The discussion of literature requires a clear expression of ideas both in oral and written form. The aims of the A1 Language programme are to encourage a personal appreciation of literature and develop an understanding of various literary techniques. In addition, it will broaden students' perspective of other cultures, languages, periods, genres and contexts.
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Group 2 : French ab initio
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The language ab initio course is a pre-university course designed for beginners who have no previous experience of learning the target language. The focus of this course is for students to acquire a basic level of proficiency through the four basic skills (reading, writing, listening and speaking). The emphasis is on a variety of everyday situations and social interactions which the learner will encounter when carrying out communicative tasks.
The aim of the course is to develop a variety of linguistic skills, explore different aspects of a topic through a range of resources and for the learner to be acquainted with a new, rich culture previously unknown.
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The aim of the course is to develop a variety of linguistic skills, explore different aspects of a topic through a range of resources and for the learner to be acquainted with a new, rich culture previously unknown.
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Group 3 : Management and Business
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The aims of subject in group 3, individuals and societies are to: encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; the history and development of social and cultural institutions. Develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society, enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material, promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies, develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity.
And enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty.
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And enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty.
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Group 3 : Economics
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This course strictly follows the IB course requirements for Economics HL. The topics include both micro and macro economic components, besides international and development economics. To promote an awareness in the students of internationalism in the course, they are taught to consider economic theories, ideas and happenings from the points of view of different individuals, nations and cultures. Economic issues or problems are discussed from a global and international perspective applying not to any single country in particular but to the world economy instead
This course has a thematic approach. The unifying themes are Structure and Function, Universality versus Diversity, Equilibrium within Systems, and Evolution. This is an experimental science course and so practical work is an important and integral part of the course.
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This course has a thematic approach. The unifying themes are Structure and Function, Universality versus Diversity, Equilibrium within Systems, and Evolution. This is an experimental science course and so practical work is an important and integral part of the course.
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Group 4 : Biology
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The course will provide a body of knowledge, methods and techniques which characterise science and technology. This will be achieved by the teaching of the core, AHL and option components of the syllabus. Traditional teaching methods and multimedia products (video, DVD, VCD, CD-ROM and the internet ) will be used. An ICT culture will be encouraged in the classroom. The international dimension will be reinforced by the use of web sites and networking via email. Emphasis will also be placed on the moral, ethical, social, economic and environmental implications of using science and technology.
Among the skills that students will need to demonstrate at the end of the course are: Personal skills of cooperation, perseverance and responsibility for effective scientific investigation and problem-solving, manipulative/practical skills to carry out scientific investigations with precision and safety and communication skills.
Assessment will be by means of: the external assessment which consists of three written papers and the internal assessment which consists of investigations and the group 4 project. The course aims to provide opportunities for scientific research and creativity within a global context which will stimulate and challenge students. It wants students to acquire knowledge in science and technology and help students to develop experimental and investigative skills.
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Among the skills that students will need to demonstrate at the end of the course are: Personal skills of cooperation, perseverance and responsibility for effective scientific investigation and problem-solving, manipulative/practical skills to carry out scientific investigations with precision and safety and communication skills.
Assessment will be by means of: the external assessment which consists of three written papers and the internal assessment which consists of investigations and the group 4 project. The course aims to provide opportunities for scientific research and creativity within a global context which will stimulate and challenge students. It wants students to acquire knowledge in science and technology and help students to develop experimental and investigative skills.
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Group 4 : Physics
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Students are aware of how scientists work and communicate with each other and are also aware the “Scientific method: involves the formation, testing and modification of hypotheses through observation and measurement, under the controlled conditions of an experiment. The objectives for the subject reflect those parts of the aims that will be assessed. Wherever appropriate, the assessment will draw upon environmental and technological contexts and identify the social, moral and economic effects of science. The diploma programme physics course allows students to develop traditional practical skills and techniques and increase facility in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal skills, and information and communication technology skills which are essential in modern scientific endeavour and are important life-enhancing, transferable skills in their own right. Assessment will be by means of: the external assessment which consists of three written papers and the internal assessment which consists of investigations and the group 4 project.The course aims to provide opportunities for scientific research and creativity within a global context which will stimulate and challenge students. It wants students to acquire knowledge in science and technology and help students to develop experimental and investigative skills.
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Group 5 : Mathematics
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This subject is designed for students with strong background in mathematics. Students with genuine interest can continue to study in mathematics in university level. Others need to acquire the mathematical background for further studies in related fields such as physics, engineering and technology.
The aims of these courses are to enable candidates to: appreciate the beauty, power, usefulness, cultural and historical properties of mathematics, develop logical, critical and creative thinking skills ,develop mathematical knowledge, concept and principles, refine and apply the power of abstraction and generalization, develop an awareness of, and utilize the potential of technological development in mathematical context, develop patience, persistence and perseverance in problem solving, able to communicate mathematically, both clearly and confidently, in a variety of context and acquire the mathematical background necessary for further study in this and related subjects.
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The aims of these courses are to enable candidates to: appreciate the beauty, power, usefulness, cultural and historical properties of mathematics, develop logical, critical and creative thinking skills ,develop mathematical knowledge, concept and principles, refine and apply the power of abstraction and generalization, develop an awareness of, and utilize the potential of technological development in mathematical context, develop patience, persistence and perseverance in problem solving, able to communicate mathematically, both clearly and confidently, in a variety of context and acquire the mathematical background necessary for further study in this and related subjects.
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Group 5 : Mathematical Studies
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This subject is catered for students with varied backgrounds and abilities. It is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking this course need to be already equipped with fundamental skills and a rudimentary knowledge of basic processes.
The aims of these courses are to enable candidates to: appreciate the beauty, power, usefulness, cultural and historical properties of mathematics, develop logical, critical and creative thinking skills ,develop mathematical knowledge, concept and principles, refine and apply the power of abstraction and generalisation, develop an awareness of, and utilize the potential of technological development in mathematical context, develop patience, persistence and perseverance in problem solving, able to communicate mathematically, both clearly and confidently, in a variety of context and acquire the mathematical background necessary for further study in this and related subjects.
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The aims of these courses are to enable candidates to: appreciate the beauty, power, usefulness, cultural and historical properties of mathematics, develop logical, critical and creative thinking skills ,develop mathematical knowledge, concept and principles, refine and apply the power of abstraction and generalisation, develop an awareness of, and utilize the potential of technological development in mathematical context, develop patience, persistence and perseverance in problem solving, able to communicate mathematically, both clearly and confidently, in a variety of context and acquire the mathematical background necessary for further study in this and related subjects.
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Group 6 : Theatre Arts
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IB Theatre is intended to provide a dynamic and wide ranging introduction to theatre in its many forms in the world and throughout time. The purpose of this course is to expose students to four interdependent components, which are theatre in the making, theatre in the world, theatre in performance and an independent project. The aims of the theatre course is to enable students to experience and participate in a range of varied theatre activities, to familiarise themselves with forms of theatre (local and other cultures), discover different theatre traditions from a historical angle, to build the confidence to explore and experiment to work on individual and team projects and to understand the holistic, changing and evolving nature of theatre.
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Apart from the subjects, students are also required to complete the following compulsory elements within the International Baccalaureate Diploma Programme:
Theory Of Knowledge (TOK)
This is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. It challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyse evidence that is expressed in rational argument.
Students reflect critically on diverse ways of knowing and areas of knowledge, and to consider the role which knowledge plays in a global society. It encourages students to become aware of themselves as thinkers, to become aware of the complexity of knowledge, and to recognise the need to act responsibly in an increasingly interconnected world.
In the External assessment each candidate must submit one essay of at least 1200 words in length, not exceeding 1600 words. The essay must be on one of the ten titles prescribed by the IBO for the examination session.
In the Internal assessment each candidate must make one or more individual and/or small group oral presentations to the class during the course, and complete a self-evaluation report. The presentation should be an integral part of the course.
The Extended Essay
This core requirement provides an opportunity for students to engage in an in-depth study of a question of interest within a chosen subject. The extended essay is an independent, self-directed piece of research, culminating in a 4,000-word paper. It provides practical preparation for the kinds of undergraduate and postgraduate research required at university level. From the choice of a suitable research question to the final completion of the extended essay, students must produce their essay within the defined constraints of time, essay length and available resources. Emphasis is placed on the research process, on the appropriate formulation of a research question, on selection and development of an appropriate methodology, on personal engagement in the exploration of the topic, and on communication of ideas and development of argument. It develops the capacity to analyse, synthesize and evaluate knowledge. Students are supported and encouraged throughout the research and writing with advice and guidance from a supervisor.
Creativity, Action, Service
While helping students acquire international perspectives and understanding is essential, it is also considered important to develop a “will to act” and the skills and values needed to make a positive contribution to society. Education does not begin or end in the classroom. Creativity, action, service (CAS) provides a framework for experiential learning and reflection about that learning. This process of application and reflection provides an opportunity to extend what is learned in the classroom and, in turn, for the CAS experience to have an impact on classroom learning.
All CAS activities are intended to develop self-confidence, commitment, determination, and to broaden horizons and enrich experience. The service component of CAS is particularly important to the IB philosophy as it is hoped that experiential learning through service, and reflection on that experience, will develop lifelong compassion and a willingness to help others. Students may directly or indirectly engage in work on global problems, or work with other people at a local level, developing their capacity to function collaboratively. Educating the whole person includes exposure to artistic, recreational and sporting activities and the enjoyment of purposeful leisure. Students can include a wide range of activities in their CAS programme, provided they achieve an overall balance, incorporating all three elements either as separate activities or as parts of larger challenges.
Theory Of Knowledge (TOK)
This is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. It challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyse evidence that is expressed in rational argument.
Students reflect critically on diverse ways of knowing and areas of knowledge, and to consider the role which knowledge plays in a global society. It encourages students to become aware of themselves as thinkers, to become aware of the complexity of knowledge, and to recognise the need to act responsibly in an increasingly interconnected world.
In the External assessment each candidate must submit one essay of at least 1200 words in length, not exceeding 1600 words. The essay must be on one of the ten titles prescribed by the IBO for the examination session.
In the Internal assessment each candidate must make one or more individual and/or small group oral presentations to the class during the course, and complete a self-evaluation report. The presentation should be an integral part of the course.
The Extended Essay
This core requirement provides an opportunity for students to engage in an in-depth study of a question of interest within a chosen subject. The extended essay is an independent, self-directed piece of research, culminating in a 4,000-word paper. It provides practical preparation for the kinds of undergraduate and postgraduate research required at university level. From the choice of a suitable research question to the final completion of the extended essay, students must produce their essay within the defined constraints of time, essay length and available resources. Emphasis is placed on the research process, on the appropriate formulation of a research question, on selection and development of an appropriate methodology, on personal engagement in the exploration of the topic, and on communication of ideas and development of argument. It develops the capacity to analyse, synthesize and evaluate knowledge. Students are supported and encouraged throughout the research and writing with advice and guidance from a supervisor.
Creativity, Action, Service
While helping students acquire international perspectives and understanding is essential, it is also considered important to develop a “will to act” and the skills and values needed to make a positive contribution to society. Education does not begin or end in the classroom. Creativity, action, service (CAS) provides a framework for experiential learning and reflection about that learning. This process of application and reflection provides an opportunity to extend what is learned in the classroom and, in turn, for the CAS experience to have an impact on classroom learning.
All CAS activities are intended to develop self-confidence, commitment, determination, and to broaden horizons and enrich experience. The service component of CAS is particularly important to the IB philosophy as it is hoped that experiential learning through service, and reflection on that experience, will develop lifelong compassion and a willingness to help others. Students may directly or indirectly engage in work on global problems, or work with other people at a local level, developing their capacity to function collaboratively. Educating the whole person includes exposure to artistic, recreational and sporting activities and the enjoyment of purposeful leisure. Students can include a wide range of activities in their CAS programme, provided they achieve an overall balance, incorporating all three elements either as separate activities or as parts of larger challenges.