Individuals & Societies

The Individuals & Societies programme explores human behavior, societies, and the interactions between people and their environments. Through historical, geographical, economic, and political perspectives, students develop critical thinking and research skills to analyze global and local issues. The curriculum encourages inquiry-based learning, fostering an understanding of cultural diversity, sustainability, and ethical decision-making. This subject equips students with the tools to navigate an increasingly interconnected world.

Primary Years Programme
Middle Years Programme *
Diploma Programme

Primary Years Programme (PYP)

Social Studies Overview

In the Primary Years Programme (PYP), Individuals and Societies is called Social Studies. It is viewed as the study of people in relation to their past, their present and their future, their environment and their society.

Social studies encourage curiosity and develops an understanding of a rapidly changing world. Through social studies, students develop an understanding of their personal and cultural identities. They develop the skills and knowledge needed to participate actively in their classroom, their school, their community and the world: to understand themselves in relation to their communities.

The aim of social studies within the PYP is to promote intercultural understanding and respect for individuals and their values and traditions through transdisciplinary programme of inquiry (PoI)

Grade 3

Content:
  • Design Cycle/Design Process
  • Problem / issue identification
  • Design proposal
  • Idea/solution generation
  • Testing methods
  • Success evaluation
  • Improvement explanation
Skills
  • Creating/editing of 2D graphics
  • Presenting / communicating
  • Producing and editing film
  • Developing brand / identity
  • Using structure as function

Early Years 3

Content

  • Communications
  • Cooperation
  • Artifacts
  • Family
  • Identity
  • Roles
  • Traditions

Skills

  • Identifying changes he or she has undergone from birth to present (for example, discuss with classmates what changes their families have undergone in their lifetimes)
  • Identify the communities he or she belongs to (for example, draw and describe pictures of the various groups they form a part of)
  • Demonstrating ability to apply existing rules and routines to work and play with others.
  • Representing some of the journeys he or she has made (for example, through drawing or role play)
  • Demonstrating a positive attitude towards learning
  • Exhibiting skills and strategies for organizing his or her time and belongings
  • Recognizing how his or her choices and behaviours affect learning in the classroom (for example, respond to various picture and story prompts to explain how one person’s actions can impact others).
  • Explaining why a particular celebration is important in his or her own life
  • Identifying ways to organize himself or herself on a daily basis

Early Years 4

Content

  • Communications
  • Conflict
  • Cooperation
  • Artifacts
  • Family
  • Identity
  • Citizenship
  • Roles
  • Traditions
  • Diversity
  • Landscape

Skills

  • Identifying changes he or she has undergone from birth to present (for example, discuss with classmates what changes their families have undergone in their lifetimes)
  • Identify the communities he or she belongs to (for example, draw and describe pictures of the various groups they form a part of)
  • Talking about the reasons that rules are necessary in the various communities to which he or she belongs
  • Suggesting some suitable rules and routines for the class
  • Demonstrating ability to apply existing rules and routines to work and play with others.
  • Reflecting on a journey he or she has taken and what was learned from it
  • Representing some of the journeys he or she has made (for example, through drawing or role play)
  • Demonstrating a positive attitude towards learning
  • Exhibiting skills and strategies for organizing his or her time and belongings
  • Recognizing how his or her choices and behaviours affect learning in the classroom (for example, respond to various picture and story prompts to explain how one person’s actions can impact others).
  • Describing and compare the various communities to which he or she belongs
  • Explaining why a particular celebration is important in his or her own life
  • Suggesting reasons for various celebrations
  • Creating graphs and charts to organize and interpret information.
  • Identifying ways to organize himself or herself on a daily basis

Early Years 5

Content

  • Communications
  • Cooperation
  • Education
  • Artifacts
  • Citizenship
  • Diversity
  • Family
  • Identity
  • Roles
  • Exploration
  • Conflict

Skills

  • Identifying the communities he or she belongs to (for example, draw and describe pictures of the various groups they form a part of)
  • Talking about the reasons that rules are necessary in the various communities to which he or she belongs
  • Suggesting some suitable rules and routines for the class demonstrate ability to apply existing rules and routines to work and play with others.
  • Reflecting on a journey he or she has taken and what was learned from it represent some of the journeys he or she has made (for example, through drawing or role play)
  • Demonstrating a positive attitude towards learning exhibit skills and strategies for organizing his or her time and belongings
  • Recognizing how his or her choices and behaviours affect learning in the classroom (for example, respond to various picture and story prompts to explain how one person’s actions can impact others).
  • Describing and comparing the various communities to which he or she belongs
  • Creating and sharing his or her own story about being a community member.
  • Identifying the functions of various public places in the community
  • Identifying ways to organize himself or herself on a daily basis plan and create a system of organization (for example, for his or her desk, classroom, school)

Grade 1

Content

  • Human environments – home, school, and communities
  • Our different cultures and celebrations
  • Maps – Landforms, Countries/ Continents
  • Diversity
  • Family
  • Traditions
  • Geography
  • Landscape
  • Borders (natural, social and political)

Skills

  • Identifying the communities he or she belongs to (for example, draw and describe pictures of the various groups they form a part of)
  • Talking about the reasons that rules are necessary in the various communities to which he or she belongs suggest some suitable rules and routines for the class
  • Demonstrating ability to apply existing rules and routines to work and play with others.
  • Demonstrating a positive attitude towards learning
  • Exhibiting skills and strategies for organizing his or her time and belongings
  • Recognizing how his or her choices and behaviours affect learning in the classroom (for example, respond to various picture and story prompts to explain how one person’s actions can impact others).
  • Describing the various communities to which he or she belongs
  • Explaining why a particular celebration is important in his or her own life
  • Suggesting reasons for various celebrations
  • Identifying and comparing traditions and celebrations observed by others in the class
  • Describing the natural features of local and other environments
  • Identifying ways to organize himself or herself on a daily basis
  • Planning and creating a system of organization (for example, for his or her desk, classroom, school)
  • Discussing what is meant by a “limited resource”
  • Creating a list of practices that could be used to maintain natural resources at home and in school

 

 

Grade 2

Content

  • Cooperation
  • Communications, conflict resolution
  • Rights in the different organizations
  • Discovery
  • Innovation
  • Exploration
  • Dependence

Skills

  • Describing the natural features of local and other environments
  • Analysing ways in which humans use the natural environment (for example, recreation, settlements)
  • Identifying or generating a question or problem to
  • be explored in relation to human impact on the local, natural environment.
  • Planing and create a system of organization (for example, for his or her desk, classroom, school)
  • Suggest improvements to organizational systems already in place in his or her home or school.
  • Exploring the evidence that helps people learn about places and their inhabitants.
  • Identifying responsibilities people have in different workplaces
  • Explaining the purpose of rules and responsibilities in a workplace construct visual representations (for example, graphs, charts, diagrams, timelines, pictorial maps) to clarify relationships within a workplace
  • Working in a group to establish a shared vision and purpose for the class.
  • Representing people, events and places chronologically
  • Exploring scientific and technological developments that help people understand and respond to the changing Earth.

Grade 3

Content

  • Different types communications
  • Traditions
  • Artifacts from past
  • Identity
  • Civilizations
  • History

Skills

  • Explaining how people’s perceptions and representations of place have changed over time
  • Exploring the evidence that helps people learn about places
  • Explaining people’s responsibilities regarding the use of resources from the environmen
  • Identifing responsibilities people have in different workplaces / business
  • Explain the purpose of rules and responsibilities in a workplace / business
  • Constructing visual representations (for
  • example, graphs, charts, diagrams, timelines, pictorial maps) to clarify relationships within a workplace
  • Working in a group to establish a shared vision and purpose for the class.
  • Describing how artifacts, heirlooms and rituals are evidence of cultural identity
  • Representing people, events and places chronologically
  • Comparing and contrasting current family experiences with those of a previous generation
  • Identifying the evidence that the Earth has changed (for example, land formations in local environment)
  • Using a variety of primary and secondary sources to investigate the ways that humans respond to the Earth’s changes (for example, relocation of population; strengthening defences; redesigning buildings)
  • Identifying the services and the users of these services in the local community
  • Analysing the reasons for different services in place in a community
  • Gathering data (for example, survey) in order to identify current and future needs to support the community
  • Applying his or her knowledge to plan services for the local community.
  • Analysing how individuals’ and communities’ needs and/or wants are met
  • Explaining how supply and demand are affected by population and the availability of resources.
  • Developing criteria for ethical practices regarding products and services
  • Assessing which aspects of past civilizations have had the most impact on the present day, using evidence from a variety of sources

Grade 4

Content

  • Migration
  • Historical migration timelines
  • Global citizenship
  • Rights and responsibilities
  • Religion / traditions
  • Diversity
  • Conflict resolution
  • Cultural artefacts

Skills

  • Explaining how people’s perceptions and representations of place have changed over time
  • Identifying responsibilities people have in different places
  • Explaining the purpose of rules and responsibilities in a workplace
  • Working in a group to establish a shared vision and purpose for the class.
  • Describing how artifacts, heirlooms and rituals are evidence of cultural identity
  • Representing people, events and places chronologically
  • Exploring a variety of signs and symbols and interpret their messages
  • Distinguishing between personal beliefs and belief systems
  • Identifying the source of beliefs
  • Reflecting upon how beliefs affect the individual and society.
  • Identifying reasons why people migrate
  • Analysing ways that people adapt when they move from one place to
    another
  • Identifying the long-term and shortterm effects of migration
  • Assessing settlement patterns and population distribution in selected regions, areas or countries
  • Comparing and contrast two or more different human migrations.
  • Developing criteria for ethical practices regarding products and services
  • Explaining how advertisement is affected by consumers perspective
  • Exploring issues relating to children’s rights, roles and responsibilities in relation to his or her own and other cultures
  • Analysing a variety of sources that describes the risks and challenges that children face
  • Describing how organizations and individuals meet the needs and wants of children
  • Identifying and describe the components of culture
  • Recognizing how rituals and traditions contribute to cultural identity
  • Interpreting cultural beliefs and values using the evidence provided by rituals, traditions and artifacts
  • Identifying and describing ways that family, groups and community influence personal choices
  • Exploring how cultures may have certain expectations of how to act and dress, and the ways this may differ according to private and public contexts 

Grade 5

Content

  • Organizations and systems
  • Government
  • Distribution of power and authority
  • Justice
  • Legislation
  • Freedom
  • Cooperation / communication
  • Citizenship
  • Identity
  • Rights / responsibilities
  • Discovery, exploration, innovation
  • Conflict resolution
  • Borders (natural, social and political)
  • The interaction between people and the environment
  • Conservation
  • Sustainability

Skills

  • Formulating and asking questions about the past, the future, places and society
  • Orientating in relation to place and time
  • Identifying roles, rights and responsibilities in society
  • Assessing the accuracy, validity and possible bias of sources
  • Talking about the different ways in which family history can be documented
  • Talking about the reasons that rules are necessary in the various communities to which he or she belongs
  • Identfing information about past technological advances and societal systems
  • Recognizing how rituals and traditions contribute to cultural identity
  • Recognizing the elements of major political systems (for example, monarchy, democracy, dictatorship)
  • Identifying and describing means by which citizens can monitor and influence actions of their governments and vice versa
  • Exploring a range of political systems (for example, local, regional, national or international) and the impact they have on individuals, groups and society.
  • Explain how human activities can have positive or adverse effects on local and other environments (for example, agriculture, industry).
  • Identifying the reasons why people feel compelled to explore the unknown
  • identify and describe ways that family, groups and community influence personal choices
  • Investigating the impact of exploration on people in the past, present and future
  • reflect on his or her own misconceptions about people (for example, relating to age, race, gender, disability)
  • Identifying and describing examples

Middle Years Programme (MYP)

Individuals & Societies Programme Overview

MYP Individuals and Societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological, and cultural factors that have an impact on individuals, societies and environments.

The course encourages learners, both students and teachers, to consider local and global contexts.

* The BW numbers refer to a direct correlation to the Baden Württemberg educational authority expectations in accordance to German curricula for Social Studies

Grade 6

Content:
  • Design Cycle/Design Process
  • Problem / issue identification
  • Design proposal
  • Idea/solution generation
  • Testing methods
  • Success evaluation
  • Improvement explanation
Skills
  • Creating/editing of 2D graphics
  • Presenting / communicating
  • Producing and editing film
  • Developing brand / identity
  • Using structure as function

Grade 6

Content

  • Map Features (e.g., contour lines, cartography, grid references, scale, topography)
  • Global Citizenship & Global Problems (Environmental Preservation—ocean and forest)
  • Ancient Civilizations (e.g., Sumerians, Egyptians, Greek, Roman, Inca, Mayan) (BW 3.1.3)
  • Settlements: Where do we live and why?
  • How Do We Live? (7 types of settlements, sustainable settlements) (BW 3.1.1, BW 3.1.1.1, BW 3.1.2, BW 3.1.2.3, BW 3.1.1.3)
  • World Belief Systems (Religious Beliefs e.g., Judaism, Christianity, Islam, Hinduism, compare monotheistic religions, etc.) (BW 3.1.4)

Skills

Knowledge & Understanding

  • Use and interpret a range of discipline-specific terms and symbols.
  • Map Skills: Scale, grid reference, keys with symbols.
  • Demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations, and examples.

Investigation

  • Collect, record, and verify data.
  • Identify and write a research question with help, including specific reasons for the question.
  • Follow a given action plan to investigate a research question.
  • Use the preview reading skill FLIP to examine a source.
  • Use deep reading skills to understand texts.
  • Note-taking skills: write notes using text structure graphic organizers, paraphrasing skills.
  • Summarize learning from notes.
  • Reflect on the research process and results.

Communication

  • Structure information in summaries, essays, and reports using the PEE format (Point, Evidence, Explanation).
  • Create references and citations, bibliography according to recognized conventions (MLA style).

Critical Thinking

  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks.
  • Identify and rate the origin and purpose of the source.
  • Identify the main points of ideas, events, visual representations, or arguments.
  • Give sufficient justification of opinions using information.
  • Identify different views and most of their implications, considering ideas from multiple perspectives through inquiry.

Grade 7

Content

  • Causes and Effects of Globalization (language, viewpoint of owners, worker, consumers, human activities that affect globalization) (BW 3.1.2.3)
  • The Middle Ages (Fall of Rome, Britain, Mongol, Byzantine, Islam Empire, Song Dynasty, and Feudal Government structure) (BW 3.1.4)
  • Renaissance (BW 3.2.2)
  • Revolution (BW 3.2.3, BW 3.1.2.3)
  • World Biomes (types of biomes, formation of biomes, human impact, ecosystem, climate change and greenhouse effect)
  • Sustainability (Resource Allocation & Use, renewable and nonrenewable sources)
  • Governments/German Government (Human rights, German law, children’s rights, criminal age, features of democracy, German political structure, election process, social welfare) (BW 3.1.2, BW 3.1.2.2, BW 3.1.2.3, BW 3.1.3, BW 3.1.3.2, BW 3.1.3.3, BW 3.2.1, BW 3.2.1.1, BW 3.2.2.1)
  • Baden-Württemberg – Die Geografie unseres Bundeslandes

Skills

Knowledge & Understanding

  • Use and interpret a range of discipline-specific terms and symbols.
  • Demonstrate substantial knowledge and understanding of content and concepts through descriptions, explanations, and examples.

Investigation

  • Collect, record, and verify data.
  • Identify and write open-ended research questions, including specific reasons for the question.
  • Formulate an action plan to investigate a research question.
  • Use the preview reading skill FLIP to examine a source.
  • Use deep reading skills to understand texts.
  • Note-taking skills: write notes using text structure graphic organizers, paraphrasing skills.
  • Summarize learning from notes.
  • Reflect on the research process and results.

Communication

  • Structure information in summaries, essays, and reports using the PEEL format (Point, Evidence, Explanation, Link).
  • Create references and citations, bibliography according to recognized conventions (MLA style).
  • Develop skills through oral presentations and class discussions.
  • Communicate ideas and information in a clear and organized manner.

Critical Thinking

  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks.
  • Identify and rate the origin, purpose, value, and limitations of the source.
  • Identify the main points of ideas, events, visual representations, or arguments.
  • Give sufficient justification of opinions using information.
  • Identify different views and most of their implications, considering ideas from multiple perspectives through inquiry.

Grade 8

Content

  • Conflict: Revolution and Protest – French Revolution, Enlightenment (causes and effects of the French Revolution, Time of Terror, rise of Napoleon, Napoleon’s march across Europe) (BW 3.2.3)
  • German unification and impact of Napoleon (BW 3.2.3)
  • Europe after French Revolution, Germany after Napoleon Restoration, Federalism vs. Unitarianism, German Federation, German Empire Founded (BW 3.2.4)
  • Interwar Period & the Weimar Republic (BW 3.2.7)
  • Imperialism & World War I – Causes of WWI, Alliances, battles, war strategies, peace treaty, modern practices of warfare, diplomacy, and ethics of engagement (BW 3.2.6)
  • Culture, Identity, and Diversity (Forms of culture: hybrid cultures, majority-minority culture, sub-cultures, homogenous culture, heterogeneous cultures, Third culture kids) (BW 3.1.2.3)
  • Trade and Impact (trade systems, Silk Road, history of slavery, imperialism, stages of the Atlantic Slave Trade)
  • World Biomes (climate factors, climate zones, and vegetation zones)
  • Microfinancing (microloans, crowdfunding, entrepreneurship & Kiva)

Skills

Knowledge & Understanding

  • Demonstrate substantial knowledge and understanding of content and concepts through descriptions, explanations, and examples.
  • Use a range of terminology in context.

Investigation

  • Collect, record, and verify data.
  • Formulate/choose a clear and focused research question, explaining its relevance with multiple reasons.
  • Formulate and follow an action plan to investigate a research question.
  • Use the preview reading skill FLIP to examine a source.
  • Use deep reading skills to understand texts.
  • Use specific text structures to collect and record relevant information.
  • Summarize learning from notes.
  • Evaluate the research process and results, with guidance.

Communication

  • Communicate information and ideas in a way that is appropriate for the audience and purpose.
  • Structure information and ideas using the PEEL format (Point, Evidence, Explanation, Link).
  • Create a reference list and cite sources of information (MLA style).
  • Develop speaking skills through oral presentations and class discussions.

Critical Thinking

  • Analyze concepts, issues, models, visual representations, and/or theories.
  • Analyze a range of sources/data in terms of origin and purpose, recognizing value and limitations.
  • Recognize different perspectives and explain their implications.
  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks.

Grade 9

Content

  • Supranational Organizations Role in Society (EU, NATO, UN)
  • European Integration and the EU (BW 3.3.2, BW 3.2.2.2)
  • Interwar Period & the Weimar Republic (BW 3.2.7)
  • Arts/Culture of Weimar Republic, Introduction of Democracy in Germany, Hyperinflation, Rise of National Socialism (BW 3.2.7)
  • National Socialism, World War II, The Holocaust (BW 3.2.8)
  • Rise of National Socialism in Germany – Rise, Consolidation, and Maintenance of Hitler’s Power, Commemoration and Stuttgart Stolpersteine (BW 3.2.8)
  • Cold War
  • Berlin Wall, Containment, Division of Germany, Emergence of World Superpowers (BW 3.2.9)
  • Population Dynamics & Migration (High income, middle income, and low-income countries e.g., Germany, China, India, USA, Mali) (BW 3.1.1.4)
  • Urbanization Challenges (BW 3.1.1, BW 3.1.1.1, BW 3.2.1, BW 3.2.1.1)
  • World Religions (BW 3.1.4)
  • Middle East Conflict (Ursachen, Auswirkungen, Friedensplan)

Skills

Knowledge and Understanding

  • Use and interpret a range of discipline-specific terms and symbols.
  • Demonstrate substantial knowledge and understanding of content and concepts through descriptions, explanations, and examples.

Investigation

  • Develop research questions and justify their relevance.
  • Develop action plans and evaluate their use.
  • Identify sources.
  • Gather and organize relevant information to formulate an argument.
  • Collect, record, and verify data.
  • Evaluate the process and results of one’s investigation.

Communication

  • Create MLA references and citations, use footnotes/endnotes, and construct a bibliography according to recognized conventions.
  • Use appropriate forms of writing for different purposes and audiences with appropriate structure.

Critical Thinking

  • Consider ideas from multiple perspectives through inquiry; identify the author’s point of view in a passage; recognize unstated assumptions and bias; discuss concepts, issues, models, and theories.
  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks.
  • Analyze concepts, issues, models, visual representations, and/or theories.
  • Analyze a range of sources/data in terms of origin and purpose, recognizing value and limitations.
  • Recognize different perspectives and explain their implications.

Grade 10

Content

  • Sustainable management of natural resources
  • Social Sustainability in Cities, the Role of Citizens, living together in social groups
  • Population Dynamics & Migration in High income, middle income, and low-income countries e.g., Germany, China, India, USA, Mali (BW 3.1.1, BW 3.1.1.4)
  • Nexus Thinking (e.g., Poverty, Food Security, Global Pandemics/Disease)
  • Population Growth – Immigration Challenges (BW 3.1.1, BW 3.1.1.4)
  • Peace Treaties – Congress of Vienna and the Treaty of Versailles (BW 3.2.4, BW 3.2.6)
  • European Union (BW 3.3.2, BW 3.2.2.2)
  • Rights/Protest (e.g., US Civil Rights Movement (early and modern), South African Apartheid, Anti-Apartheid movements (internal, external)) (BW 3.1.2.3)
  • Economics, Globalization and Cultures (BW 3.1.1.2)
  • Economic agents, their interests and role in the economy: consumers, producers, governments, banks

Skills

Knowledge and Understanding

  • Use and interpret a range of discipline-specific terms and symbols.
  • Demonstrate substantial knowledge and understanding of content and concepts through descriptions, explanations, and examples.

Investigation

  • Develop research questions and justify their relevance.
  • Develop action plans and evaluate their use.
  • Identify sources.
  • Gather and organize relevant information to formulate an argument.
  • Collect, record, and verify data.
  • Evaluate the process and results of one’s investigation.

Communication

  • Create MLA references and citations, use footnotes/endnotes, and construct a bibliography according to recognized conventions.
  • Use appropriate forms of writing for different purposes and audiences with appropriate structure.

Critical Thinking

  • Consider ideas from multiple perspectives through inquiry; identify the author’s point of view in a passage; recognize unstated assumptions and bias; discuss concepts, issues, models, and theories.
  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks.
  • Analyze concepts, issues, models, visual representations, and/or theories.
  • Analyze a range of sources/data in terms of origin and purpose, recognizing value and limitations.
  • Recognize different perspectives and explain their implications.

Diploma Programme (DP)

Diploma Programme Business Management

The business management course is designed to meet the current and future needs of students who want to develop their knowledge of business content, concepts and tools to assist with business decision- making. Future employees, business leaders, entrepreneurs or social entrepreneurs need to be confident, creative and compassionate as change agents for business in an increasingly interconnected global marketplace. The business management course is designed to encourage the development of these attributes.

Students examine how business decisions are influenced by factors that are internal and external to an organization and how these decisions impact upon a range of internal and external stakeholders. Emphasis is placed on strategic decision-making and the
operational business functions of human resource management, finance and accounts, marketing, and operations management.

Grade 6

Content:
  • Design Cycle/Design Process
  • Problem / issue identification
  • Design proposal
  • Idea/solution generation
  • Testing methods
  • Success evaluation
  • Improvement explanation
Skills
  • Creating/editing of 2D graphics
  • Presenting / communicating
  • Producing and editing film
  • Developing brand / identity
  • Using structure as function

Grades 11 & 12

Content

DP1

  • Unit 1: Introduction to Business Management
  • Unit 3: Accounts and Finance
  • Unit 4: Marketing

DP2

  • Unit 2: Human Resources Management
  • Unit 5: Operations Management
  • Internal Assessment

The SL (Standard Level) course differs from the HL (Higher Level) course in terms of:

  • Teaching hours: SL (150 hours), HL (240 hours).
  • Depth and breadth: HL includes additional extension material.
  • Examination questions: Different types and requirements in Papers 2 and 3 for HL.

Skills

AO1: Knowledge and Understanding

  • Demonstrate knowledge and understanding of:
    • Business management tools and theories.
    • Course topics and concepts.
    • Business problems, issues, and decisions.

AO2: Application and Analysis

  • Apply and analyze:
    • Business management tools and theories.
    • Course topics and concepts.
    • Business problems, issues, and decisions.
    • Business decisions and issues using appropriate data.

AO3: Synthesis and Evaluation

  • Synthesize and evaluate:
    • Business management tools and theories.
    • Course topics and concepts.
    • Business problems, issues, and decisions.
    • Stakeholder interests to reach informed business decisions.
    • Recommendations for competing future strategic options (HL only).

AO4: Use and Application of Appropriate Skills

  • Select and apply relevant business management tools, theories, and concepts to support research into a business issue or problem.
  • Select, interpret, and analyze business materials from primary and secondary sources.
  • Create well-structured materials using business management terminology.
  • Communicate analysis, evaluation, and conclusions effectively.

Diploma Programme Geography

Geography is a dynamic subject firmly grounded in the real world, and focuses on the interactions between individuals, societies, and physical processes in both time and space. It seeks to identify trends and patterns in these interactions. It also investigates the way in which people adapt and respond to change and evaluates actual and possible management strategies associated with such change. Geography describes and helps to explain the similarities and differences between different places, on a variety of scales and from different perspectives. Geography as a subject is distinctive in its spatial dimension and occupies a middle ground between social or human sciences and natural sciences. The course integrates physical, environmental, and human geography, and students acquire elements of both socio-economic and scientific methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines, helping students develop life skills and have an appreciation of, and a respect for, alternative approaches, viewpoints, and ideas.

Grade 6

Content:
  • Design Cycle/Design Process
  • Problem / issue identification
  • Design proposal
  • Idea/solution generation
  • Testing methods
  • Success evaluation
  • Improvement explanation
Skills
  • Creating/editing of 2D graphics
  • Presenting / communicating
  • Producing and editing film
  • Developing brand / identity
  • Using structure as function

Grades 11 & 12

  • Geographic themes – seven options
    SL – two options; HL— three options

    • Freshwater
    • Oceans and coastal margins
    • Extreme environments
    • Geophysical hazards
    • Leisure, tourism and sport
    • Food and health
    • Urban environments

  • Core Geographic perspectives—global change (Both SL and HL)

    • Population distribution—changing population
    • Global climate—vulnerability and resilience
    • Global resource consumption and security

  • Geographic perspectives—global interactions (HL only)

    • Power, places, and networks
    • Human development and diversity
    • Global risks and resilience

Internal assessment – SL and HL Fieldwork

  • Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation

Skills Content

  • Locate and differentiate elements of the Earth’s surface
  • Interpret, analyse, and, when appropriate, construct tables, graphs, diagrams, cartographic material, and images
  • Undertake statistical calculations to show patterns and summarize information
  • Research, process, and interpret data and information
  • Collect and select relevant geographic information
  • Evaluate sources of geographic information
  • Produce written material (including essays, reports, and investigations)

Diploma Programme Global Politics

DP global politics is a course for students who want to understand more about how the world they live in works, and what makes it change (or prevents it from changing). The course draws on a variety of disciplinary traditions in the study of politics and international relations, and more broadly in the social sciences and humanities. Students build their knowledge and understanding of the local, national, international, and global dimensions of political activity and processes by critically engaging with contemporary political issues and challenges.

The course integrates concepts, content and contexts through inquiry.

  • Concepts such as power, sovereignty, legitimacy, and interdependence are explored and examined critically throughout the course.
  • Content informs inquiries through a variety of global politics topics, encompassing political systems and actors, power interactions, frameworks, treaties and conventions, terminology, and analysis models.
  • Contexts diversify, shape, and channel inquiries through contemporary real-world examples and cases.

The flexible syllabus allows educators to build the course around their students’ contexts and interests, as well as contemporary events and developments in global politics. Thinking, analysis, and research skills are fostered through guided and independent inquiries into political issues and challenges, with a special focus on identifying and engaging with diverse perspectives.

The aims of the global politics course at SL and at HL are to enable students to:

  • explore and evaluate power in contemporary global politics
  • examine how state and non-state actors operate and interact within political systems
  • investigate and analyse contemporary political issues and challenges from multiple perspectives
  • develop a lifelong commitment to active global citizenship through collaboration and agency.

Grade 6

Content:
  • Design Cycle/Design Process
  • Problem / issue identification
  • Design proposal
  • Idea/solution generation
  • Testing methods
  • Success evaluation
  • Improvement explanation
Skills
  • Creating/editing of 2D graphics
  • Presenting / communicating
  • Producing and editing film
  • Developing brand / identity
  • Using structure as function

Grades 11 & 12

Content

  1. Core units (SL and HL):
    • Power, Sovereignty, and International Relations
    • Human Rights
    • Development
    • Peace and Conflict
  2. Extension unit (HL only):
    • Global Political Challenges: HL students undertake an in-depth exploration of two global political challenges through a case-study approach.
  3. Engagement activity (SL and HL):
    • Students carry out an engagement activity, where they explore a political issue of personal interest through actual engagement and interaction with political actors.

Skills

  • Develop and apply critical thinking skills to analyse and evaluate political information, perspectives, and concepts.
  • Investigate contemporary political issues using appropriate research methods and resources.
  • Construct and present arguments, supported by evidence, to explain and evaluate political ideas and developments.
  • Recognize and respect the diversity of political perspectives and engage with political issues with open-mindedness and sensitivity.
  • Foster collaboration, communication, and active participation in local, national, and global political processes.
  • Analyze political theories and frameworks, applying them to real-world cases and challenges.
  • Understand and interpret political data, including statistics, reports, treaties, and case studies.

Diploma Programme History

The IB Diploma Programme History course is a world history course based on a comparative and multi-perspective approach to history.

It involves the study of a variety of types of history, including political, economic, social, and cultural, and provides a balance of structure and flexibility.

The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.

Grade 6

Content:
  • Design Cycle/Design Process
  • Problem / issue identification
  • Design proposal
  • Idea/solution generation
  • Testing methods
  • Success evaluation
  • Improvement explanation
Skills
  • Creating/editing of 2D graphics
  • Presenting / communicating
  • Producing and editing film
  • Developing brand / identity
  • Using structure as function

Grades 11 & 12

Content

  • Paper 1
    Move to Global War
    • Japan
    • Italy and Germany
  • Paper 2
    Authoritarian States
    • Mussolini
    • Hitler
    • Mao
      20th Century Wars
    • World War I
    • World War II
    • Spanish Civil War
    • Chinese Civil War
  • Paper 3
    HL Focus on European History
    • Europe and the First World War
    • Inter-war domestic developments in European States (1918-1939)
    • Diplomacy in Europe (1919-1945)

Skills

  • Knowledge and Understanding
    • Demonstrate detailed, relevant, and accurate historical knowledge.
    • Demonstrate understanding of historical concepts and context.
    • Demonstrate understanding of historical sources.
  • Application and Analysis
    • Formulate clear and coherent arguments.
    • Use relevant historical knowledge to effectively support analysis.
  • Synthesis and Evaluation
    • Integrate evidence and analysis to produce a coherent response.
    • Evaluate different perspectives on historical issues and events, and integrate this evaluation effectively into a response.
  • Use and Application of Appropriate Skills
    • Structure and develop focused essays that respond effectively to the demands of a question.

Downloadable Curriculum

Access detailed curriculum overviews and guidelines in PDF format.

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Glossary of Terms

Familiarize yourself with key abbreviations and terminology used throughout our curriculum.

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Learning & Assessment

Discover our curriculum’s learning objectives, assessment strategies, and resources.

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