COMING SOON

Language B: English

The subject, which is taught over two years, is organized into different themes. There are three required core themes: communication and media, global issues, and social relations. Additionally, teachers must select two more topics from the five available options. Finally two literary works are studied.

Main characteristics of the curricular and evaluation models

• The receptive, productive and interaction skills are developed through the study in context of the language, texts and themes.
• Multilingualism and intercultural understanding are key general objectives of the course.
• Students will learn a variety of authentic texts and produce works in a variety of communicative contexts.
• Students are evaluated both internally and externally.
• The external evaluation consists of exercises to demonstrate the comprehension of authentic written texts based on core themes (receptive skills), two writing exercises -one based on the core topics and another based on the options (written productive skills) -, and a writing task based on one of the literary texts read (receptive and productive written skills).
• The internal evaluation evaluates listening comprehension and oral production in a conversation format (receptive, productive and interaction skills). This evaluation consists of an individual oral test based on the options (presentation and discussion with the teacher) and an interactive oral activity based on core themes (three activities are carried out in the classroom that are evaluated by the teacher).

COMING SOON

Philosophy

These abstract questions arise from our everyday experiences, and philosophical tools such as critical and systematic thinking, careful analysis and the construction of arguments provide the means to address such issues. The practice of philosophy deepens and clarifies our understanding of these questions, as well as our ability to formulate possible answers.

The emphasis of the philosophy subject of the Diploma Program is on "doing philosophy", that is, on actively involving students in philosophical activity. The course focuses on stimulating students' intellectual curiosity and encouraging them to examine their own perspectives and those of others. Students face the challenge of developing their own philosophical voice and becoming independent thinkers, as well as interacting with some of the most interesting and influential thinkers in the world. The subject develops skills such as the ability to formulate arguments clearly, make reasonable judgments and evaluate highly complex and multifaceted issues.

All students study a central theme entitled "Being human". This theme offers the opportunity to explore the fundamental question of what it is to be human. This exploration is carried out through a discussion of key concepts such as identity, freedom and human nature. and through a consideration of questions such as what distinguishes humans from other species, where the limits of human lies lie, and whether animals or machines could be considered people. Students also develop their skills through the study of other philosophical topics and the reading of a philosophical text. They also learn to apply their knowledge and philosophical skills to real-life situations and explore how non-philosophical material can be treated in a philosophical way. They also engage in a deeper exploration of the nature of philosophy itself.

COMING SOON

Business management

Students learn to analyze, discuss and evaluate business activities at local, national and international levels. The course covers a spectrum of organizations from all sectors, along with the socio-cultural and economic contexts in which these organizations operate.

The course also covers the main characteristics of the organization and the business environment, as well as the functions of the company, for example, human resources management, finance and accounting, marketing and operations management. The links between the different themes are an essential element of this course. Through the exploration of six fundamental concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of the complex and dynamic business environment of today. Conceptual learning is firmly anchored in the theories, tools and techniques of business management and is taught using real-life examples and case studies.

The course promotes the appreciation of ethical concerns, both in the local and global environment. Its objective is the development of relevant skills that can be transferred, such as the ability to apply critical thinking; to make decisions with ethical solidity and valid foundations; to appreciate the rhythm, the nature and the significance of the change; to think strategically; and to undertake long-term planning, analysis and evaluation processes. Throughout the course, specific skills of the subject are also developed, such as financial analysis.

The general objectives of the Business Management course:

• Promote a holistic view of the business world.
• To provide students with the tools to exercise critical and strategic thinking in relation to the behavior of individuals and organizations.
• Promote the importance of exploring business issues from different cultural perspectives.
• Train the student to appreciate the nature and importance of change in local, regional and global contexts.
• Promote the awareness of the importance of environmental, social and ethical factors that intervene in the actions of individuals and organizations.
• Develop an understanding of the importance of innovation in a business environment.

Main characteristics of the evaluation model

The external evaluation for students consists of two written tests. The 1 test is based on a case study released in advance, while in the 2 test students respond to structured questions, based on stimulus material, and a long answer question, which assesses the understanding of the students of the key concepts of the course.

The internal evaluation work is a written comment. Students study real business organizations. This work is internally corrected by the teacher and moderated externally by IB examiners.

Design Technology

In all the subjects of the 4 Group the practical approach is emphasized through experimental works. The project of the 4 Group (to be carried out by all students of Experimental Sciences) is similar to the work carried out by professional scientists, by encouraging collaboration between schools in different regions.

The experience with the subjects of the 4 Group has shown that students without previous studies or knowledge of science will be able to successfully complete these subjects in the Medium Level (SL). The attitude of the students before the studies should be characterized by the attributes of the profile of the learning community of the IB, in particular: inquirer, thinker and good communicator.

The subject of Technology of Design is organized by subjects:

• Human factors and ergonomics.
• Resource management and sustainable production.
• Modeling.
• From the raw material to the final production.
• Innovation and design
• Classic design

In addition to the above topics, students must choose one of five options:

• Science and technology of food.
• Design of electronic products.
• Computer-aided design and manufacturing (CAD / CAM).
• Textiles
• Ergonomic design.

Designing with technology is using the ingenuity of the human being in certain activities to satisfy needs and find solutions. This can be achieved with the help of new technologies or existing ones. The design consists of gathering information about the problem or the opportunity, processing said information and planning some type of intervention, either by modifying what exists or introducing a new element. The designer is interested not only in the material environment, but also in the social, technological, economic, environmental, political, legislative and ethical considerations that affect the priorities of the people.

The subject of Design Technology of the Diploma Program is based on a learning model that incorporates knowledge, techniques and principles of design in problem solving contexts, while maximizing the use of local and readily available resources. No previous experience in technology or design is assumed. The objective pursued is not only the acquisition of design and technology knowledge, which may change or be outdated. It is more about learning to adapt to new experiences and focusing on problems with the right skills and relevant techniques to identify the important elements and, especially, to develop the optimal solutions. The design cycle is the center of the course and students are expected to use this process in both practical research work and theory. Each element of the cycle represents an aspect of design technology that, taken together, constitutes a holistic approach. Therefore, all the elements presented must be considered only in the context of the entire process. The technology is based on the laws and properties of nature and the technological knowledge accumulated to create new products, techniques and systems. Design technology is included in the experimental sciences of the Diploma Program because the design cycle requires a research process and students need to study scientific principles to understand the advances that have taken place in society and to be able to speculate on what that could be achieved in the future.

The subjects have been chosen so that the study program is balanced and of interest to all students, regardless of their sex and previous knowledge they have. This program includes options that will be attractive to all students, not only those who in the future perform studies in the field of science, technology or engineering, and provides the opportunity to study in depth technological issues relevant to those who choose said fields.

Main characteristics of the curriculum and evaluation models

• Emphasis is placed on the application of an experimental approach in the instruction of the course.
• Students are evaluated both internally and externally.
• The external evaluation of Design Technology consists of three written tests. In the 1 test there are 30 multiple choice questions. The 2 test consists of two sections: section A includes a data-based question and several short-answer questions on core topics. Section B includes a long answer question on the core themes (three to choose from). The 3 test includes several short answer and long answer questions about the option taken (all mandatory).
• The internal evaluation, which represents the 36% of the final evaluation, consists of the interdisciplinary project of the 4 Group and includes a design project and a series of investigations. The internal assessment allows students to demonstrate not only their knowledge of the design cycle, but also their personal skills and manipulation techniques. The work of the students is evaluated internally by the teacher and moderated externally by the IB.

Physics

Despite this fascinating and extraordinary development of ideas throughout the history of physics, observation remains an essential element for the discipline. To try to understand the observations, models are developed, which can become theories that try to explain the observations.

Through the study of a science subject, students should be aware of the way in which scientists work and communicate with each other. Although the scientific method can take many different forms, a practical approach is emphasized. In addition, through the overarching theme of "Nature of Science", this knowledge and skills will be put into context in terms of how science and scientists operate in the 21st century, and the ethical debates and limitations of activity scientific

The sciences are taught in a practical way. Students have the opportunity to design their research, collect data, acquire manipulation techniques, analyze results, collaborate with colleagues, and evaluate and communicate their findings. They can carry out laboratory investigations or use simulations or databases. Students develop the skills necessary to work independently in their own design, but also in a group manner (including collaboration with schools in different regions) to reflect the way in which scientific research is carried out throughout the community.

Main characteristics of the curriculum and evaluation models

• Internal evaluation (individual research): 20%; External evaluation: 80%.
• The practical approach to the delivery of the course is emphasized through the interdisciplinary activity of the 4 Group project and a mix of short and long term experiments and research.
• The internal evaluation represents the 20% of the final evaluation and is evaluated through a single individual investigation. This research may involve a practical approach, the use of databases, the creation of models, simulations or a combination of the above options. The work of the students is evaluated by the teacher internally and moderated by the IB externally.
• The external evaluation of Physics consists of three written tests. The 1 test contains 30 multiple-choice questions. The 2 test contains short-answer and long-answer questions on core topics. The 3 test has two sections: section A contains a data-based question and several short-answer questions about experimental work on core topics. Section B contains short answer and long answer questions for each of the four options.

Chemistry

It is known as "the fundamental science", because chemical principles are the basis of the physical environment in which we live and of all biological systems. Besides being a discipline worthy of being studied in itself, it is often a prerequisite for other university education courses such as medicine, biological sciences and environmental sciences.

Through the study of a science subject, students should be aware of the way in which scientists work and communicate with each other. Although the scientific method can take many different forms, a practical approach is emphasized. In addition, through the overarching theme of "Nature of Science", this knowledge and skills will be put into context in terms of how science and scientists operate in the 21st century, and the ethical debates and limitations of activity scientific

The sciences are taught in a practical way. Students have the opportunity to design their research, collect data, acquire manipulation techniques, analyze results, collaborate with colleagues, and evaluate and communicate their findings. They can carry out laboratory investigations or use simulations or databases. Students develop the skills necessary to work independently in their own design, but also in a group manner (including collaboration with schools in different regions) to reflect the way in which scientific research is carried out throughout the community.

Main characteristics of the curriculum and evaluation models

• Internal evaluation (individual research): 20%; External evaluation: 80%.
• The practical approach to the delivery of the course is emphasized through the interdisciplinary activity of the 4 Group project and a mix of short and long term experiments and research.
• The internal evaluation represents the 20% of the final evaluation and is evaluated through a single individual investigation. This research may involve a practical approach, the use of databases, the creation of models, simulations or a combination of the above options. The work of the students is evaluated by the teacher internally and moderated by the IB externally.
• The external evaluation of Chemistry consists of three written tests. The 1 test contains 30 multiple-choice questions. The 2 test contains short-answer and long-answer questions on core topics. The 3 test has two sections: section A contains a data-based question and several short-answer questions about experimental work on core topics. Section B contains short answer and long answer questions for each of the four options.