The Diploma Programme is a challenging two-year programme of international education for students aged 16 to 19. It is the program implemented by Li Po Chun United World College.

The International Baccalaureate (IB) Diploma Programme is a challenging two-year curriculum, primarily aimed at students aged 16 to 19. It leads to a qualification that is widely recognized by the world’s leading universities.

Students learn more than a collection of facts. The Diploma Programme prepares students for university and encourages them to:

• ask challenging questions
• learn how to learn
• develop a strong sense of their own identity and culture
• develop the ability to communicate with and understand people from other countries and cultures.

The IB Diploma Hexagon

Students study six subjects selected from the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours).

All three parts of the core—extended essay, theory of knowledge and creativity, action, service—are compulsory and are central to the philosophy of the Diploma Programme.

For an overview of our academic achievements, please visit our academic results page.

Language A1

Literature course for native or near-native speakers. In practice this means the student’s best language which is often their “mother-tongue”.

Group 2 — Other languages

Language A2

Language and Literature course for fluent speakers.

Language B

Foreign language course for students with previous experience of learning the language.

ab Initio

Foreign language course for complete beginners.

All Diploma candidates are required to study a Language A1 in order to fulfil the requirements for Group 1.
Candidates are able to fulfil the Diploma requirements by studying another Language A1 (from Group 1) or a Language A2 or a Language B or an ab initio Language (from Group 2).
For your sixth choice of subject, you may study a third Language from Group 1 or 2.
The Language Department offers the following within the timetable:

• Chinese A1 – Higher and Standard Level
• Chinese A2 – Standard Level
• Mandarin B – Higher and Standard Level
• Mandarin Ab initio – Standard Level
• English A1 – Higher and Standard Level
• English A2 – Higher and Standard Level
• English B – Higher and Standard Level
• French B – Higher and Standard Level
• French Ab initio – Standard Level
• Spanish A1 – Higher and Standard Level
• Spanish B – Higher and Standard Level
• Spanish Ab initio – Standard Level

You may take your “mother-tongue” as Language A1 in the College. It will be as a “self-taught” subject, with an outside tutor from the local community or an on-line distance tutor. So if you’re a native speaker of Dutch, Danish, Thai, Hindi, etc., and you’re worried that you can’t take your language as your Language A1, don’t worry, you can!

Language A1 is a literature based course and uses the language at a sophisticated level. All other courses – A2 and B at both Higher and Standard Level together with ab initio programmes can usefully be seen as being on a continuum from A1 Higher to the ab initio levels, with the courses becoming progressively less literature based and offering instead, a more practical focus on language skills.

Chinese Studies

Nature of the Subject

China is the home of one of the world’s great civilisations. Chinese culture and civilisation has evolved continuously for almost 4000 years, and she is the only survivor of the great “ancient” civilisations of Egypt, Mesopotamia, Indus Valley, Greece and Rome. Mainland China today has almost one quarter of the world’s population and is an emerging great power. Awareness of the values and achievements of this civilisation is a highly desirable element in a curriculum geared to international understanding. It is particularly relevant and important to a college like Li Po Chun United World College set in the Hong Kong Special Administrative Region of China. There is a burgeoning desire on behalf of our overseas students to learn about Chinese civilization, and this course will ideally complement our Chinese language courses.

Chinese Studies is an interdisciplinary course which explores the broad range of Chinese civilisation and culture, and seeks to put it into a world context. The course attempts to give students an understanding of Chinese culture through history, art, philosophy, sociology, literature, politics, economics, science and technology, and international and culture relations. The study of a vast and complex civilisation over such a span of time dictates a selective approach to the subject, and attention is given to highlighting key areas of experience and achievement, bringing out their essential characteristics and where appropriate, relating them to other civilizations.

The course is offered at Standard Level as a Group 3 subject. It has practically no overlap with other IB subjects apart from some minor consideration of the mechanisms of Mainland China’s command economy and market socialism (Economics).

Aims

The course, which is suitable for students who have little or no prior knowledge of Mainland China, aims to :

• promote knowledge and understanding of the essence and achievements of traditional, modern and contemporary Mainland China;
• develop an awareness of the varieties of world culture;
• develop the ability to recognise the achievements and failures of the student’s own society and civilisation;
• encourage an appreciation of the ways in which the Chinese have tacked the problems of organising a state;
• develop an awareness of both continuity and change in the development Chinese civilisation through time.

Assessment

Set Coursework = 30%
Examinations = 50%
Continous Assessment = 20%

Jason Jiang

Economics

Nature of the subject

(Higher Level only)

Economics is a dynamic social science, forming part of the study of individuals and societies. The study of economics is essentially about the concept of scarcity and the problem of resource allocation. Although economics involves the formulation of theory, it is not a purely theoretical subject: economic theories can be applied to real-world examples. The scientific approach characterizes the standard methodology of economics. This methodology can be summarized as a progression from problem identification, through hypothesis formulation and testing, arriving finally at a conclusion.

Alongside the empirical observations of positive economics, students of the subject are asked to formulate normative questions. Encouraging students to explore such questions and to apply theories in an international context form the central focus of the economic course.

Economics has an important role to play in promoting international cooperation and mutual understanding because of its focus on global issues. This course aims to promote an awareness of how the impact of economics can both improve cooperation and understanding between countries and, unfortunately, cause extensive damage. To achieve this understanding, students will be taught to consider economic theories, ideas and happenings from the points of view of different individuals, nations and cultures in the world economy.

The teaching of Economics at Higher Level is seen as an in-depth introduction. It issometimes necessary to examine in detail certain relatively complicated theories. The Higher Level course is designed for students intending to study Social Science and more specifically for those aiming to specialise in Economics at college or university level.

Students will have to provide a portfolio of economic commentaries throughout the two years. This will be completed before the examinations take place in the second year and will account for 20% of the final grade.

The aims of the economic course at higher level are to:

• provide students with a core knowledge of economics
• encourage students to think critically about economics
• promote an awareness and understanding of internationalism in economics
• encourage students¡¦ development as independent learners
• enable students to distinguish between positive and normative economics
• enable students to recognize their own tendencies for bias.

The Syllabus consists of five sections:

• Introduction to economics
• Microeconomics
• Macroeconomics
• International economics
• Development economics

Assessment

Esther Chau & John Tonks

Business and Management

(Standard Level only)

Business and management is a rigorous and dynamic discipline that examines business decision-making processes and how these decisions impact on and are affected by internal and external environments. It is the study of both the way in which individuals and groups interact in an organization and of the transformation of resources.

The Standard Level diploma programme is designed to give students an understanding of business principles, practices and skills. The course considers the diverse range of business organizations and activities and the cultural and economic context in which business operates. Emphasis is placed on strategic decision-making and the day-to-day business functions of marketing, production, human resource management and finance. Links between the topics are central to the course, and this integration promotes a holistic overview of business activity.

Final assessment consists of internal coursework and two examination papers, each accounting for 25% and 75% respectively of the total grade. The ideals of international cooperation and responsible citizenship are at the heart of Diploma Programme business and management. Students should be able to make sense of the forces and circumstances that drive and restrain change in an interdependent and multicultural world. The business and management course will contribute to students’ development as critical and effective participants in local and world affairs. By the end of the course, students will have a complete overview of how businesses operate in the international environment and appreciate the ethical issues associated with management.

The Syllabus consists of five core topics:

Topic 1: Business organization and environment
Topic 2: Human resources
Topic 3: Accounts and finance
Topic 4: Marketing
Topic 5: Operations management

Assessment

John Tonks

Geography

 2010 class – field trip to Tung Ping Chau

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change.

Geography as a subject lends itself well to the Internationalism of both the UWC movement and the IB. The geography course embodies global and international awareness in several distinct ways. It examines key global issues, such as poverty, sustainability and climate change. It considers examples and detailed case studies at a variety of scales, from local to regional, national and international. Inherent in the syllabus is a consideration of different perspectives, economic circumstances and social and cultural diversity. Geography seeks to develop international understanding and foster a concern for global issues as well as to raise students’ awareness of their own responsibility at a local level. Geography also aims to develop values and attitudes that will help students reach a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interconnected world.

Distinction between SL and HL

Students at standard level (SL) and higher level (HL) in geography are presented with a syllabus that has a common core and optional themes. HL students also study the higher level extension.

Geography and prior learning

The geography course requires no specific prior learning. No particular background in terms of specific subjects studied for national or international qualifications is expected or required. The skills needed for the geography course are developed within the context of the course itself.

Syllabus components

Part 1: Core theme—patterns and change (SL/HL)

1.  Populations in transition
2.  Disparities in wealth and development
3. Patterns in environmental quality and sustainability
4. Patterns in resource consumption

Part 2: Optional themes (SL/HL)

A. Freshwater—issues and conflicts
B. Oceans and their coastal margins
C. Extreme environments
D. Hazards and disasters—risk assessment and response
E. Leisure, sport and tourism
F. The geography of food and health
G. Urban environments

Part 3: HL extension—global interactions (HL only)

1. Measuring global interactions
2. Changing space—the shrinking world
3. Economic interactions and flows
4. Environmental change
5. Socio-cultural exchanges
6. Political outcomes
7. Global interactions at the local level

Internal Assessment (SL/HL)

A field trip is conducted in February leading to one 2500 written report based on a research question. 

Julie Harris

History

Offered Only at the Higher Level

The History course offered at LPCUWC is the Asian History regional option.  The course focuses on modern and near contemporary History with a heavy emphasis on China from the late 19th century until the death of Deng Xiaoping.  Among the other topics covered are wars, single party states and the new international order created by the treaties concluded at the end of WW1.

We use a variety of approaches to cover the material, such as debates, mock trials, the preparation of multi-media presentations and role-plays.  All of these are used to enable students to develop a critical understanding of the major, political, cultural, economic and social forces that have shaped our present world, with more emphasis on the political aspects in accordance with the UWC ideals of educating active citizens.  Equally important will be the focus on teh role played by specific individuals in shaping our reality.

As 80% of the evaluation in the course consists in an examination in three parts at the end of a two year period of study that will require answers in the frm of essays, students will be given extensive training in writing them.  In addition to the examination, students will also have to undertake a written Historical Investigation (1500 – 2000 words) on a topic related to Modern History of their choice.  Guidance will be offered throughout the process of completing this assignment (due in the second year).  It will be assessed internally although moderated externally.  Examples of previous investigations are available for the students to concult.

Sylla Cousineau

Political Thought

Nature of the Subject

Although it is one of the oldest academic disciplines, Politics remains one of the most important in understanding the complexities and problems of our multi-cultural world. In studying Politics students will need to confront many of the fundamental issues affecting our lives today and ultimately reflect on the nature of humanity itself.

This course aims to draw on some of the ‘great texts’ of political theory in order to introduce students to a range of political ideas, which cut across national boundaries. These are mostly from the Western tradition and would include the like of Machiavelli, John Stuart Mill and Marx.  At Li Po Chun, we will try to also look at Asian thinkers such as Lord Shang, Han Feizi or Kautilya.  Key concepts like freedom, rights, equality, justice and democracy, although informed by different cultural perspectives, remain at the heart of contemporary political discourse. The course is based on the assumption that an appreciation of such concepts develops most effectively when students have first been introduced to the work of some of the ‘classical’ thinkers. With these building blocks in place, a deeper understanding can then be gained of contemporary issues and debates.

As Political Thought is a school based syllabus, it is only offered at the SL level at the present time.

Aims

The aims of the Political Thought course are to:

1. introduce some major political concepts and works of political theory.
2. develop awareness and understanding of the nature of political issues and problems.
3. develop the ability to interpret and evaluate political information.
4. promote the development of independent and critical judgement and communication of such judgements with clarity and coherence.
5. encourage a critical awareness of different ideological perspectives.

Objectives

Having followed the Political Thought course, candidates will be expected to:

1. demonstrate knowledge and understanding of the political concepts and theories studied.
2. analyse and evaluate material critically with appropriate use of evidence.
3. recognise different ideological interpretations and demonstrate the ability to construct independent and convincing arguments.
4. communicate ideas and arguments clearly and coherently.
5. recognise connections between political theory and contemporary political issues.
6. plan, organise and present an investigation of a relevant political issue.

Assessment

• Set coursework=30%
• Final examination (2 papers=2 ½ Hours)=70%

Sylla Cousineau

All IB science courses and exams have the same format.  Each course contains:
-    Higher Level (HL) and Standard Level (SL) syllabi.
-    The Subject Specific Core (SSC), which is core theory material common to both HL and SL.
-    The Additional Higher Level (AHL), which is extension theory material only.
-    Option topics, which may be different for HL and SL courses.
-    Practical work, which is assessed by your teacher and takes around 60 hours for HL and 40 hours for SL.
-    The Group 4 Project, which is part of the practical work.

Assessment consists of:
-    internal assessment of the practical work (i.e. graded by your teacher) worth 24%
-    3 theory exams worth a total of 76%

The exam format for SL is:
-    Paper 1: multiple choice questions worth 20%
-    Paper 2: free response questions on the SSC worth 32%
-    Paper 3: free response questions on the options worth 24%

The exam format for HL is:
-   Paper 1: multiple choice questions worth 20%
-   Paper 2: free response questions on the SSC and AHL worth 36%
-   Paper 3: free response questions on the options worth 20%

The HL courses are designed for students intending to study sciences, in particular that subject, at university or college level while the SL courses are designed for students who will probably not study these subjects again.

Biology

Higher Level and Standard Level

Biology is the study of living organisms. This study is undertaken at a variety of levels, from the molecular to that of the biosphere. By the end of the course the student will have developed an appreciation of the interactions between these levels, and of organisms as functioning entities within the biosphere. Students will also develop an informed perspective in many of the new and ethically controversial areas of biological science such as genetic engineering, cloning and embryo research.

A great deal of the course will involve experimental work. Using observation and hypothesis formulation and testing, students develop a range of practical skills, ranging from light microscopy to more complex procedures such as genetics experiments using the fruit fly Drosophila Melonogaster. The practical programme also allows students to pursue extended investigations, sometimes in a group and occasionally as an individual. The lab work complements the theory and therefore aids understanding of the taught biological concepts.

Higher Level topics covered in the first year include cell ultrastructure and function, the biochemistry of respiration and photosynthesis, and molecular biology. In the second year aspects of plant science, ecology, and human physiology are studied. Through these topics, it is hoped that the student will develop a broad understanding of some general biological principles, in particular :

• - that the living world portrays a fundamental unity with regard to its cellular structure & chemical composition.
• - that the living world represents a great diversity of species and of individuals within those species.
• - that balance exists at many levels within living systems, including the human body and the ecological interactions within the biosphere.

Standard Level biology includes many of the topics covered in the HL course, but these are covered in less detail. SL students are taught in a separate class when possible. This course would be suitable for students not interested in pursuing science further at university, but who have an interest in extending their knowledge and understanding of biology and its role in society.

Biology can be studied successfully at both HL & SL without any other supporting science, though the biochemistry and molecular biology topics are well supported by the IB chemistry course.

Trevor Marriott and Wendy Liu-Hayes

Chemistry

Higher Level and Standard Level

Chemistry is the discipline which studies the structure, properties and reactions of materials.

The Higher Level course is a rigorous, quite challenging programme which deals in depth with chemical principles and their application. Students who have not previously studied chemistry should consult with the staff teaching the programme before choosing this option. Most tertiary institutions will require Higher Level Chemistry for entry into a large number of their science courses, medicine and some types of engineering.

In the first year students cover Quantitative Chemistry, Atomic Structure, Bonding, Equilibrium, Acids and Bases and Measurement and data processing completely.  In addition parts of Periodicity, Energetics, Kinetics and Redox are taught in the first year and then completed in the second year.  The remainder of the second year covers Organic Chemistry and two options.  The options are chosen from Modern Analytical Chemistry, Human Biochemistry, Medicines and Drugs, and Further Organic Chemistry.

There is an emphasis on developing practical research skills in the first year and introducing students to the assessment criteria.  In the second year the practical programme provides opportunities to improve upon the skills acquired during the first year.

The Standard Level course combines well with either Higher Level biology or Higher Level physics courses.  The course is almost always taught in the same class as Higher Level.  While there is a moderate reduction in the depth to which core topics are covered, it is still a rather challenging course for those with little background in the sciences.

Pushpa Pandey & Trevor Marriott

Physics

Higher Level and Standard Level

Students gain an understanding of the basic laws of nature through developing both conceptual and experimental skills. The course does not require any understanding of calculus and Mathematics HL is NOT required for students to study Physics HL. Although it would be possible to study Physics with only Mathematics Studies, Mathematics skills are useful tools in Physics and the minimum level studied should be Mathematical Methods.

The physics course (both HL and SL) covers the following ¡§core¡¨ topics during the first one and a half years of the programme: Measurement, Mechanics, Thermal Physics, Wave Behaviour, Electricity + Magnetism, and Atomic + Nuclear physics.

Students will also study a further 2 ¡§option¡¨ topics. At present the option topics at LPC are Electronagnetic waves, Astrophysics and Relativity.

While both HL and SL courses study the same topics, at SL the topics are covered in less depth making this course more suitable for those who have an interest in Physics, but do not expect to continue studying it at university.

Magan Savant & Steve Udy

Environmental Systems

Standard Level

The Environmental Systems course is designed to provide students with a coherent perspective on the environment, that is essentially scientific and above all enables them to adopt an informed and responsible stance on a wide range of pressing environmental issues. The programme content is such that students’ attention can be constantly drawn to their own relationship with their environment and the significance of their choices and decisions they make in their own lives. Furthermore, on a broader scale, since the resolution of the major environmental issues rests so heavily upon international relationship and agreements, the programme naturally leads students to an appreciation of the nature and values of internationalism.

The first year of the course focuses on the study of ecosystems and due to the close proximity of Starfish Bay to the school, the local environment will be studied in detail. Later in the year global cycles will be covered highlighting key issues such as acid deposition, ozone depletion and global warming. Topics in the second year include population dynamics, demography and resource management. The option covered in this year will be conservation and biodiversity.

The programme includes a diverse range of fieldwork and laboratory practical sessions that allow qualitative and quantitative analysis of ecoystems in support of the theory work. This course is suitable for students who do not wish to pursue a study of science further at university level. It would be of particular interest to those who enjoy a combination of ecology and geography.

David McCraken

• Mathematics (HL only)
• Mathematical Methods (SL only)
• Mathematical Studies (SL only)

Introduction

Since individual students have different needs, interests and abilities, the International Baccalaureate offers three different programmes in Mathematics.

These are targeted at three distinct groups:

• Students who wish to study Mathematics in depth, either as a subject in its own right or in order to pursue interests in areas related to Mathematics.
• Students who wish to gain a degree of understanding and competence in order to understand better their approach to other subjects.
• Students who may not yet be aware of how mathematics may be relevant to their studies.

Each programme is designed to meet the needs of these three groups and great care should be exercised in selecting the one most appropraite for you.

In making your selection, you are advised to take account of the following considerations.

• Your ability in Mathematics and the type of Mathematics in which you can be successful.
• Your interest in Mathematics and the particular areas of the subject that may hold the most interest.
• Your other choices of subjects within the Diploma.
• Your future academic plans in terms of subjects you may wish to study at University or college.
• Your choice of career.

All students must choose one of the following three programmes.

Mathematics Higher Level

This programme is for students with a good background and ability in Mathematics. The majority of students choosing this course 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 techonology. Others may take this subject because they have a strong interest in Mathematics and enjoy meeting its challenges.

Mathematical Methods Standard Level

This programme caters for students who need a sound Mathematical background in preparation for their future studies e.g. Chemistry, Psychology, Geography, Economics or Business Administration. This is a demanding course that covers many of the topics in the Higher Level programme but not to the same depth.

Mathematical Studies Standard Level

This programme caters for students with varied backgrounds and abilities.  It is designed to build confidence and encourage the appreciation of Mathematics in students who do not anticipate a need for Mathematics in their future studies.

IMPORTANT POINTS

• All 3 courses include an internally assessed component (coursework).
  For Higher Level and Mathematical Methods Standard Level, students are required to produce a “Portfolio” of three pieces of work assigned by the teacher.
  For Mathematical Studies Standard Level the “project” is the internally assessed component.
• All three courses require students to have access to a graphic display calculator at all times during the course, both inside and out of the classroom. However, for Mathematics HL and Mathematics SL one of the final IB examination papers must be taken wihtout a GDC (or any other calculator).
• The Mathematics teachers at the college will assist students and offer advice on choosing the most appropriate course. Changing courses is allowed but it is advisable to find the most suitable course as quickly as possible.
• Detailed syllabuses are available at http://www.geocities.com/kokminglee/math.html.

Shelley Barton (Head of Mathematics), Beta Chau, Kok Ming Lee & Stella McCrakcen

Big University Guide (.PDF)

Note: The total size of BUG online is about 7MB, please be patient even you are using broadband or LAN connection. This current version is a PDF. If your browser appears to not respond, please be more patient and if necessary try again!

• Visual Arts (HL and SL)
• Theatre (HL and SL)
• Online Visual Art Gallery

Visual Arts

“The impulse to make art is common to all people. From earliest times, human beings have displayed a fundamental need to create and communicate personal and cultural meaning through art.”

Aims

From the IB Visual Arts guide.

“ The aims of the visual arts course at higher and standard level are to enable students to:

• investigate past, present and emerging forms of visual arts and engage in producing, appreciating and evaluating these
• develop an understanding of visual arts from a local, national and international perspective
• build confidence in responding visually and creatively to personal and cultural experiences
• develop skills in, and sensitivity to, the creation of works that reflect active and individual involvement
• take responsibility for the direction of their learning through the acquisition of effective working practices.”

Programme Outline

The programme invites students to use their personal experiences as the motivation for the making of art works. Emphasis is placed upon the multicultural perspective of IB, and as a means of enriching visual understanding a variety of cultural traditions and concepts are explored. Students will be challenged to develop ideas and to make informed decisions about visual issues. While a variety of techniques and media will be explored, the focus is on understanding how the visual arts operate rather than just on technical skill.

Successful students commit many hours beyond the classroom to the study of the Visual Arts. Generally this is an enjoyable experience and the Art Studio is a busy, productive and positive place. Having done Art before is helpful, especially at HL Option A, but is not a necessary prerequisite. Each year a number of students take up Art who have no prior learning in the subject and achieve good results. Speak to some 2nd year Art students and find out how they feel about their Visual Arts experiences.

The programme is divided into two parts, Studio Work and Investigation Workbooks:

Studio Work is the production of resolved Art works that culminates in a combined exhibition. The work may take the form of paintings, sculptures, prints, photography, etc. or a combination of media.

Investigation Workbooks involve the gathering and sorting of visual information and ideas. The Workbooks will include drawings, collage, photos, and written notes etc. covering contextual, visual and critical investigations.

Standard Level and Higher Level:

At both levels the percentage mark weighting is a 60% – 40% split between Studio Work and Investigation Workbooks and may be allocated as the student chooses.

Option A: 60% Studio Work and 40% Investigation Workbook (the most popular option);

Option B: 40% Studio Work and 60% Investigation Workbook.

Assessment

The assessment in Visual Arts consists of two parts. Option A students present an exhibition of their finished Studio Work, which is assessed by an external examiner following an interview with each student. Their Investigation Workbooks are assessed internally, and moderated externally. In this way the process of artistic development is considered as well as the finished product. For Option B, the Investigation Workbook is assessed by the examiner and the Studio Work is assessed internally and moderated by the IBO.

Selwyn Price

Theatre

Aims

There are many benefits to studying Theatre. The course aims to achieve the following: -

• Develop self-confidence.
• Develop communication skills.
• Develop team building skills.
• Develop creativity and imagination.
• Study theatre forms and styles from around the world.
• Study theatre practitioners (actors, directors, designers etc).
• Develop performance skills (voice, movement, and characterization).
• Develop technical theatre skills (such as stage lighting and theatre design).
• Develop research skills.

Course outline

Throughout the course the student will explore why theatre is an integral part of human development, its historical background and its links between different cultures. The subject has a strong practical element and the keeping of a journal is central to recording the learning experiences of the student and in preparation for assessed coursework. During the course students will: -

• Study at least three play texts, practitioners and theatrical styles from around the world, currently including Brazil, China, England, Italy, Nigeria, Russia, South Africa, Tanzania and the United States of America.
• Be involved in at least three public presentations as a performer and backstage/technical person.
• Develop non-performance theatre skills such as mask making, set design and stage lighting.
• Attend several public performances and workshops, working with and watching professional artists.

Assessment

External assessment

• Research investigation. This is a research essay investigating a theatre tradition of the student’s choice (that they have not studied in clas). 25% of total mark.
• Practical performance proposal. A proposal in words and images to suggest how the student would direct a performance from a choice of stimuli provided by the IB. 25% of total mark.

Internal assessment – teacher assessed.

• Theatre performance and production presentation. A presentation in words and images to communicate the experiences, learning and reflections of the student at the end of the course. 25% of total mark.
• Independent project portfolio. A portfolio recording and reflecting on the process of a practical theatre project entirely chosen and realized by the student (e.g. lighting; directing; acting etc). 25% of total mark.

The knowledge and learning acquired by the student facilitates their personal development and makes a valuable contribution to their overall IB Diploma success and the skills and knowledge gained are valued by many professions and higher learning institutions. Students will also have fun in the process!

Steve Reynolds